Contemporary Theory and Art Education Spring semester 2013. Grad Seminar
Course Description: This course provides an introduction to theoretical ideas which have emerged in contemporary writing in recent years and which have implications for the field of art education. Art Education in the 21st century is a process and product of historical considerations, philosophies, practices, educational research, and theories that influence the contemporary realms of art and visual culture. We approach the course with questions such as: How does the sociopolitical context of theory development affect our current thinking in art education? How does a postmodern framework on knowledge and learning influence theories of art education? How are visual culture, contemporary practices and the multiple worlds of art taking up theory? How can we actively participate in the future directions of the field of art education? Theories will be investigated with special attention to the sociopolitical context in which these theories emerged and the conditions that help to propagate such thought. Moreover, each theoretical turn will be considered within the realms of the arts and education, with a focus on the ways in which the influences of these theories have populated the field of art education. Emphasis is placed on students’ research interests and collaborative teaching and learning. Theories to be investigated may include, but are not limited to:
· Multicultural Education/Social Justice Theory
· Critical Pedagogy and Hegemony
· Critical Race Theory
· Queer Theory
· Feminist Theory and Intersectionality
· Situationist International
· Frankfurt School
· Poststructuralism, Critical studies, Power
· Discourse and Language
REQUIRED TEXTBOOKS: Keifer-Boyd, K., Emme, M. & jagodzonzki, j. (2008). InCITE / InSIGHT / InSITE: Journal of Social Theory in Art Education-The First 25 Years. Reston, VA: National Art Education Association. (ITEM # 303 NAEA webstore)
Freedman, K. (2009). Looking Back: Editors' Selections from 50 Years of Studies in Art Education. Reston, VA: National Art Education Association. (ITEM # 307 NAEA webstore)
READING RESOURCES for selections for presentations. This is not a list of required readings; it is a list from which we will select readings each week based on students’ interests and forthcoming presentations. The student-presenter will select chapters and journal articles in collaboration with Dr. Bode. Other resources may be used as well. This is not an exhaustive list.
Critical Multicultural Education
Bode, P. (2005). Chapter 2: From Modernist Formalism to Postmodern Questioning: A Literature Review. In P. Bode. Multicultural art education: Voices of art teachers and students in the postmodern era. Unpublished doctoral dissertation, University of Massachusetts, Amherst.
Bode, P. (2005). Chapter 3: Intersections in the Web: Multicultural Education, Postmodernism and Visual Culture Art Education. In P. Bode. Multicultural art education: Voices of art teachers and students in the postmodern era. Unpublished doctoral dissertation, University of Massachusetts, Amherst.
Banks, J.A. (2013). Multicultural Education: Characteristics and Goals. In J. A Banks & C. A. McGee Banks (Eds.), Multicultural Education: Issues and Perspectives, 8th ed. (pp.1-23). Hoboken: Wiley & Sons.
Nieto, S. Defining multicultural education for school reform. in S. Nieto, S. & P. Bode (2012). Affirming Diversity: The Sociopolitical Context of Multicultural Education, 6th Edition (pp. 40-59). Boston: Pearson.
May, S. & Sleeter, C. (2010). Introduction. In S. May & C. (Eds.), Sleeter Critical Multiculturalism: Theory and Praxis (pp. 1-16). NY: Routledge.
Critical Race Theory
Delgado, R. & Stefanic, J. (Eds.). (2000). Critical race theory: The cutting edge, 2nd ed. Philadelphia: Temple Univ Press.
Dixson, A. D. & Rousseau, C. K. (Eds). (2006). Critical race theory in education. NY: Routledge.
Ladson-Billings, G. (January 01, 1998). Just what is critical race theory and what's it doing in a nice field like education?. International Journal of Qualitative Studies in Education, 11, 1, 7-24.
Smith-Maddox, R., & Solórzano, D. G. (January 01, 2002). Using Critical Race Theory, Paulo Freire's Problem-Posing Method, and Case Study Research to Confront Race and Racism in Education. Qualitative Inquiry, 8, 1, 66-84.
Critical Pedagogy and Hegemony
Gramsci, A. (January 01, 2002). From the 'prison notebooks'.(Educational systems). Daedalus, 131, 3.)
Freire, P. (1970). Pedagogy of the Oppressed. NY: Continuum.
Freire, P. (1990). Teachers as Cultural Workers: Letters to Those Who Dare Teach. Boulder: Westview.
Shor, I. (December 07, 2009). Critical Pedagogy Is Too Big to Fail. Journal of Basic Writing (cuny), 28, 2, 6-27.
Shor, I. (September 01, 1979). Extraordinarily re‐experiencing the ordinary: An approach to critical teaching. New Political Science, 1, 37-56.
Feminism and Intersectionality: USA & INTERNATIONAL
Beauvoir, S. . (1953). The second sex. New York: Knopf.
Bilge, S. (January 01, 2010). Recent Feminist Outlooks on Intersectionality. Diogenes, 57, 1, 58-72.
Kolmar, W. K., & Bartkowski, F. (2005). Feminist theory: A reader. Boston: McGraw-Hill Higher Education.
Shepard, B. (December 01, 2002). queer theory. Radical Society: Review of Culture & Politics, 29, 4.)
Sullivan, N. (2003). A critical introduction to queer theory. New York: New York University Press.
Watson, K. (January 01, 2005). Queer Theory. Group Analysis, 38, 1, 67-81.
Situationist International: French
Best,S. & Kellner,D. (1990). Debord, cybersituations and the interactive spectacle, Substance, 28 (3) 90, Issue 90: Special issue: Guy Debord, 129-156.
Debord, G. (1994). The society of the spectacle. New York: Zone Books.
Knabb, K. (2006). Situationist International anthology. Berkeley, CA: Bureau of Public Secrets.
Frankfurt School. Neo-Marxism. “The Institute for Social Research”