Troubling Sociocultural Narrative Pedagogy: Implications for Art Educators

Sarah Travis, Emily Jean Hood

    Research output: Contribution to journalArticle

    Abstract

    This article draws on a study with preservice art educators to offer theoretical perspectives on sociocultural narrative pedagogy. Informed by the work of Chicana feminist scholar Gloria Anzaldúa, the authors identify three major phenomena that manifest within sociocultural narrative pedagogy: (1) disruptions, ruptures, and breakdowns, (2) silences, refusals, and resistances, and (3) paradoxes. The authors conclude that while narrative can be a powerful pedagogical tool for addressing sociocultural difference, it is also a troubling, often paradoxical, avenue for developing critical consciousness in preservice art educators.

    Original languageEnglish (US)
    Pages (from-to)318-328
    Number of pages11
    JournalStudies in Art Education
    Volume57
    Issue number4
    DOIs
    StatePublished - Oct 1 2016

    ASJC Scopus subject areas

    • Education
    • Visual Arts and Performing Arts

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