Social Justice in Art Education

What does social justice mean to you as a future art teacher?

Social justice is a broad concept that pertains to our perceptions of other human beings and the choices of action or inaction we make in regards to our relationships with them. In an ideal world, there would be social justice for all, where each and every one of us possessed some innate sensitivity to people of all cultures and stood up for the integrity of others. The reality is that each member of a society is exposed to representations of their culture and the culture of other peoples in a unique way.  To be cognizant and critical of often misleading and weighted portrayals is essential to developing a thorough understanding of human relationships. In the text, Christine Ballengee-Morris and Patricia Stuhr contribute the success of "understand[ing] the multifaceted cultural identities of others," to a keen awareness of our own sociocultural identities and preferences. We can overcome the obstacles posed by learned prejudices and stereotypes in the art education classroom by meaningfully engaging students in a non-preferential curriculum that embraces the human concerns that pertain to us all. What better to make art about that issues that are prevalent in our lives? Art has the power of sparking social change through demonstrating, defying, and reconceptualizing our preconceived notions of just about anything.  As an art educator, I have the opportunity to teach the profound role of visual culture and how to use such to promote or challenge social reform.

Why is it important to consider social justice when planning your curriculum?

As art teachers we have the choice to approach the formal or conceptual qualities of creating art or the two integrated while guiding students to meet the National Art Standards and standards of our districts. In the text we read that the foremost of these options is frequently dismantled as the focus in preference to conceptual artwork with a secondary emphasis on aesthetics. Art needs to be about something meaningful and true to the artist. If we provide for our students opportunities to explore theirs and others' cultures, identities, and biases, we provide the chance that they may overcome their prejudices and stereotypes. At the very least, they become more socially aware of the world that surrounds them. This evolution of global thinking is an essential part of living in and promoting a democratic society. Those who form an awareness of social justice are more inclined to participate in social reform. As educators, we also want to consider social justice when planning our curriculum to ensure we provide a fair and unbiased account of other cultures. Being ignorant of social justice when planning curriculum perpetuates ignorance in our students. 

How can it benefit adolescents as they develop their identities?

Adolescence is a time in one's life when one becomes more conscious of themselves and others. The book shares, "[f]rom a social justice perspective, artworks and visual culture can be used as sensitive instruments to guide us to human understandings that engage both the intellect and the emotions". With the heightened sensitivity to feelings that frequent the teenage years, it would be doing students a disservice to detach the artwork they make from reality via neglecting to incorporate personal expression. We can assist students on their journey to discovering themselves and their place in society through significant experiences addressing multiculturalism. Teaching these students to reflect on themselves and think critically about what they perceive versus the reality of a given situation will help them to become better decision-makers in life. They will develop a sensitivity to those who are initially regarded as different. In this fashion, we have the power to reduce bullying in our schools and make our building a safe place for all to learn and grow.