The Palgrave Handbook of Race and the Arts in Education

598 Pages·2018·10.49 MB·English

by  Amelia M. Kraehe, Rubén Gaztambide-Fernández, B. Stephen Carpenter II

The Palgrave Handbook
of Race and
the Arts in Education
Edited by Amelia M. Kraehe
Rubén Gaztambide-Fernández
B. Stephen Carpenter, II
The Palgrave Handbook of Race and the Arts
in Education
Amelia M. Kraehe
Rubén Gaztambide-Fernández
B. Stephen Carpenter, II
Editors
The Palgrave
Handbook of Race
and the Arts
in Education
Editors
Amelia M. Kraehe Rubén Gaztambide-Fernández
School of Art Ontario Institute for Studies in
University of Arizona Education, University of Toronto
Tucson, AZ, USA Toronto, ON, Canada
B. Stephen Carpenter, II
School of Visual Arts
The Pennsylvania State University
University Park, PA, USA
ISBN 978-3-319-65255-9 ISBN 978-3-319-65256-6 (eBook)
https://doi.org/10.1007/978-3-319-65256-6
Library of Congress Control Number: 2018939786
© The Editor(s) (if applicable) and The Author(s) 2018
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher,
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The use of general descriptive names, registered names, trademarks, service marks, etc. in this
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Cover illustration © courtesy of the artist, B. Stephen Carpenter, II
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A
cknowledgements
We thank Phoenix, Benali, Ángel, Mercedes Irene, Alejandro Tomás, Julie,
Ranya, and Zoubeida for their unbounded love and steady encouragement.
Conversations about this book started during a session at the Curriculum &
Pedagogy Conference in New Orleans, Louisiana, in 2014 among the three
editors, Alphonso Grant, and J. Célèste Kee. Those conversations solidified our
awareness of the need for a collection of critical scholarship about the arts in
education informed by Critical Race Theory. We extend our gratitude to all the
authors who responded to our call for abstracts, and to Kimberly Powell and
Carmen Mörsch, whom we consulted to request names of potential chapter
contributors. We thank the authors whose work fills the pages of this book,
confirms and bears witness to our assumptions about the arts as white property,
and demonstrates a range of geographic and disciplinary approaches to theoriz-
ing the arts in education through critical race lenses. We are most appreciative
of Palgrave Macmillan for their positive response to our book proposal and
their interest in assisting us to make such a challenging project a reality. We
extend our thanks to the staff at Palgrave Macmillan, with a special thank you
to Milana Vernikova for her patience as we moved through the process of com-
piling and submitting the content for this book.
A special thank you is in order to Michèle Irwin who reviewed, edited, and
provided feedback on every chapter in the book. In addition, Michèle provided
invaluable assistance in keeping our files organized and our communication
efforts timely. We owe her our gratitude. We owe our thanks to Assistant
Section Editors Christy Guthrie, Michèle Irwin, Sarah Stefana Smith, and Sarah
Travis for their collaboration in co-authoring the section introduction chapters
and reviewing drafts of the chapters. We also appreciate the assistance of
Cammie Lee in the early stages of the book’s development.
Funding and support for this book was provided by a Small Institutional
Grant from the Social Sciences and Humanities Research Council of Canada;
the Centre for Urban Schooling in the Department of Curriculum, Teaching
and Learning at the Ontario Institute for Studies in Education at the University
v
vi ACKNOWLEDGEMENTS
of Toronto; and the University of North Texas Office of Research and
Economic Development and Office of Faculty Success.
We dedicate this book to our families and friends, as well as artists, cultural
producers, and educators whose professional and personal lives cannot be extri-
cated from confrontations with contested territories of white property.
c
ontents
1 The Arts as White Property: An Introduction to Race, Racism,
and the Arts in Education 1
Rubén Gaztambide-Fernández, Amelia M. Kraehe,
and B. Stephen Carpenter, II
Section I Histories of Race and Racism in the Arts in Education:
Colonialisms, Subjectivities, and Cultural Resistances 33
2 Histories of Race and Racism in the Arts in Education:
Colonialisms, Subjectivities, and Cultural Resistances 35
Sarah Travis and Rubén Gaztambide-Fernández
3 White Subjectivities, the Arts, and Power in Colonial Canada:
Classical Music as White Property 45
Lise C. Vaugeois
4 Representations of Whiteness in Finnish Visual Culture 69
Mira Kallio-Tavin and Kevin Tavin
5 Margaret Trowell’s School of Art or How to Keep the
Children’s Work Really African 85
Emma Wolukau-Wanambwa
6 Competing Narratives: Musical Aptitude, Race, and Equity 103
Adria R. Hoffman
7 And Thus We Shall Survive: The Perseverance of the South Side
Community Art Center as a Counter-narrative, 1938–1959 119
Debra A. Hardy
vii
viii CONTENTS
8 Counterstorytelling in Concert Dance History Pedagogy:
Challenging the White Dancing Body 137
Julie Kerr-Berry
9 African Dance as an Epistemic Insurrection in Postcolonial
Zimbabwean Arts Education Curriculum 157
Jairos Gonye and Nathan Moyo
Section II Discursive Materials of Racism and the Arts in
Education: Narratives, Performances, and
Material Culture 175
10 Discursive Materials of Racism and the Arts in Education:
Narratives, Performances, and Material Culture 177
Sarah Stefana Smith and B. Stephen Carpenter, II
11 Whitespeak: How Race Works in South African Art
Criticism Texts to Maintain the Arts as the Property
of Whiteness 187
Sharlene Khan and Fouad Asfour
12 Race, Whiteness, and the National Curriculum in Art:
Deconstructing Racialized Pedagogic Legacies in
Postcolonial England 205
Fiona O’Rourke
13 Toward a Counter-visual Education: Cinema, Race, and the
Reorientation of White Visuality 227
David Herman, Jr. and Amelia M. Kraehe
14 Empire Archaeologies: The Symbolic Interaction of Stereotype
and New Self- Representation 247
James Haywood Rolling, Jr.
15 Dying of Thirst: Kendrick Lamar and the Call for a 
“New School” Hip-Hop Pedagogy 265
Adam D. Henze and Ted Hall
16 This Rock Will Not Be Forgotten: Whiteness and the
Politics of Memorial Art 285
Elizabeth Whittenburg Ozment
17 Art Education and Whiteness as Style 303
Tyson E. Lewis
CONTENT S ix
Section III Lived Practices of Race and Racism in the Arts:
Schools, Communities, and Other Educational Spaces 317
18 Lived Practices of Race and Racism in the Arts: Schools,
Communities, and Other Educational Spaces 319
Michèle Irwin and Amelia M. Kraehe
19 Musicking Marginalization: Periphractic Practices in Music
Education 325
Juliet Hess
20 The Politics of Representation: Reconstructing Power and
Privilege Through Art 347
Maria Leake
21 Where Is the Color in Art Education? 373
Pamela Harris Lawton
22 Naming Whiteness in a High School Drama Program:
A Youth Participatory Action Research, Theatrical
Inquiry into Whiteness 391
Samuel Jaye Tanner
23 Navigating “Crooked Rooms”: Intersections of Race and
Arts Participation 407
Gloria J. Wilson
24 Children’s Westernized Beauty Ideals in China: Notions of
Feminine Beauty 423
Tingting Windy Wang
Section IV Un-disciplined Racial Subjects in the Arts in
Education: Cultural Institutions, Personal
Experiences, and Reflexive Interventions 441
25 Un-disciplined Racial Subjects in the Arts in Education:
Cultural Institutions, Personal Experiences, and Reflexive
Interventions 443
Christy Guthrie and Amelia M. Kraehe
26 Decentering Whiteness and Undoing Racism in Art Museum
Education 451
Marit Dewhurst and Keonna Hendrick
x CONTENTS
27 Owners of Dance: How Dance Is Controlled
and Whitewashed in the Teaching of Dance Forms 469
Nyama McCarthy-Brown
28 Investigating Multiracial Identities Through Visual Culture:
Counternarratives to Traditional Race Discourses
in Art Education 489
Natasha S. Reid, John Derby, and Tracy Cheng
29 A Choral “Magical Negro”: A Lived Experience of Conducting
Choirs in Canada 503
Cynthia Peyson Wahl
30 Smog in the Air: Passive Positions, Deracialization, and
Erasure in Arts Education 515
Joni Boyd Acuff
31 The White Noise of Music Education: Unsounding the
Possessive Logic of Patriarchal White Sovereignty in the
Australian Curriculum 535
Elizabeth Mackinlay
32 What’s Wrong with this Picture? Interrogating Landscapes of
Inequity in Art Education 551
Sunny Spillane
33 Tendus and Tenancy: Black Dancers and the White
Landscape of Dance Education 571
Crystal U. Davis and Jesse Phillips-Fein
Index 585