What is it about?
Two artists of color, Kehinde Wiley and Carmen Lomas Garza, are highlighted to show how they have used art as an educational tool to tell the stories of people who might not otherwise be celebrated in the museum setting.
Featured Image
Photo by Luis Quintero on Unsplash
Why is it important?
This article shows how critical race theory, which questions elitist and exclusionary practices of the past, has informed the artistic practices of Kehinde Wiley and Carmen Lomas Garza. Thus, these artists serve as exemplars for K-16 educators seeking to create instructional spaces, where students “become subjects in the instructional process, not mere objects” (Ladson-Billings, 2014, p. 76). Their artistic practices can help educators consider ways in which to help K-16 students to tell their own stories and contribute to cultural understandings.
Perspectives
Connecting critical race theory into K-16 education can seem like an abstract concept, but the work of these two artists offer a pragmatic way to connect theory with practice in our own teaching and learning environments.
Maria de la Luz Leake
University of Nebraska at Kearney
Read the Original
This page is a summary of: The Politics of Representation: Reconstructing Power and Privilege Through Art, January 2018, Springer Science + Business Media,
DOI: 10.1007/978-3-319-65256-6_20.
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