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1 a Multicultural and Social Reconstructionist Approach to Art A Multicultural and Social Reconstructionist Approach to Art Education: A Framework for Social Justice through Art Curriculum DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Joni Etta Boyd, M.A. Graduate Program in Art Education The Ohio State University 2011 Dissertation Committee: Dr. Karen Hutzel, Co-Advisor Dr. Christine Ballengee-Morris, Co- Advisor Dr. Vesta Daniel Dr. Adrienne Dixson 1 Copyright by Joni Etta Boyd 2011 2 Abstract The primary question that framed this study was “How does a multicultural and social reconstructionist approach to art education facilitate the three broad goals of social justice (a) increase personal awareness, (b) expand knowledge and (c) encourage action among youth?” This inquiry was formulated based on a previous research project that indicated the need for a multicultural and reconstructionist approach in art education. Some art education curriculum has been identified as hegemonic in that it assists in maintaining the status quo. Curriculum can be oppressive if it consistently uses voices only from the dominant population and continues to neglect the needs of its receivers. Therefore, an art education curriculum that promotes inclusivity, transformation, social change and social reconstruction was the goal for this research. In addition, this study worked to examine the results of the implementation of this approach. To attend to this objective, this study utilized participatory action research (PAR), a methodology theoretically driven by social justice and advocacy for change on a local level. Using this methodology initiated stakeholder engagement and helped to reveal the significance of student voice in curriculum. Youth who attended Kaleidoscope Youth Center (KYC), in Columbus, Ohio, were participants in this study. Weekly artmaking workshops were held at KYC. Each workshop began with a discussion about a social justice issue that was chose by the ii youth. The workshops ended with an artmaking activity that allowed the youth to explore and communicate personal feelings about that specific issue. The youths’ artworks served as data to be analyzed. A curriculum map that emerged from the student-researcher discussion and collaboration served as data as well. Additional qualitative methods such as journaling, observations, reflections, and interviews helped to obtain data as well. The youth at KYC organized an exhibition to share the artwork that was made during the artmaking workshops. An exhibition survey was given to the audience. This research method intended to measure the influence of Sleeter and Grant’s (2007a) multicultural and social reconstructionist approach outside of the classroom walls. The surveys attempted to address how the approach was communicated through the youths’ artwork and how the artwork additionally shared knowledge and/or ignited an interest in social justice issues. Data analysis included coding and categorizing information into predetermined foci. Emergent themes were then identified by using content analysis. The results of the study revealed that a multicultural and social reconstructionist approach in the art education classroom did facilitate the three broad goals of social justice by its ability to give the youth a voice, question power and authority, practice democracy in the classroom, and collaborate in knowledge creation and knowledge sharing. iii Dedication First and foremost, this dissertation is dedicated to my father, Maurice Boyd, the most supportive, hardworking and caring human being I knew. I only wish we could share this moment together. I would not be where I am without you. I love you always and look forward to seeing you again one day. I also want to dedicate this work to my husband, Jason Acuff, and my children, Jata Acuff and Jaysin Acuff. All of our names should be on this dissertation document because it was a family effort. Without your love, support and patience, this accomplishment would not have been possible. I love you all to no extent. iv Acknowledgements I would like to begin by acknowledging my dissertation committee members. First, I would like to give a hearty thanks to my advisor Dr. Karen Hutzel, a witty and amazingly intelligent woman whose guidance was critical in my completion of this research. I would also like to thank my other advisor, the strong and fearless Dr. Christine Ballengee-Morris for starting me on my path into this research and introducing me to Kaleidoscope Youth Center, my research site. Great thanks to the dynamic Dr. Vesta Daniel for offering one-on-one support throughout my professional, as well as personal experiences at The Ohio State University. Additionally, I want to give thanks to Dr. Adrienne Dixson for working outside of her home department of education to offer knowledge and insight into the world of critical race theory and multiculturalism. This entire group of ladies offered consistent love and support that greatly assisted in my scholarly success. Also, I want to thank Glenn Zermeno, director of Kaleidoscope Youth Center, in Columbus, Ohio, for being so open to my research. I was welcomed and treated with respect at all times. The amazing KYC youth taught me more about myself than any other art education teaching experience I have had. I thank the KYC youth who trusted me in their space and in their world and who opened up their hearts to show me something new. v Finally, I would like to thank my family and friends. I am especially thankful for my mother, Sharon Boyd for her relentless spirit and unwavering love. I called on that spirit and love to pull me through at times. I am grateful to my vibrant, inspiring sisters Freda and Trese for lending their ears and hearts during this process as well. To all of my friends, old and new, I appreciate the love and laughs you provided to help me along the way. vi Vita 2005........................................................................................... B.A. Photography 2005.......................................................................................... B.S. Art Education 2007......................................................... M.A. Community-Based Art Education 2008-2011 .............................................................. Graduate Teaching Associate, Department of Art Education, The Ohio State University Field of Study Major Field: .................................................................................... Art Education vii Table of Contents Abstract………………………………………………………………….……...ii Dedication .......................................................................................................... iv Acknowledgments .............................................................................................. v Vita .................................................................................................................... vii List of Figures .................................................................................................. xiii Chapter 1: Introduction .....................................................................................1 Background to the Study .......................................................................................1 Statement of the Problem ......................................................................................7 Primary Research Question and Sub-Questions ...................................................9 Definition of Terms.............................................................................................10 Significance of the Study ....................................................................................13 Limitations of the Study......................................................................................18 Chapter 2: Literature Review ..........................................................................19 Introduction .........................................................................................................19 Social Justice and Art: A Relationship ...............................................................21 Sleeter and Grant’s Multicultural and Social Reconstructionist Approach to Education ..........................................................22 Critical Questioning .................................................................................23 viii Democracy ...............................................................................................24 Cooperative Learning ...............................................................................25 Conceptualizing Diversity .......................................................................27 Using a Multicultural and Social Reconstructionist Approach within Art Education ..........................................................................29 Critical Race Theory ...........................................................................................33 The Convergence of Critical Race Theory and Art Education ...........................37 Summary .............................................................................................................41 Chapter 3: Methodology...................................................................................44 Introduction .........................................................................................................44 Restatement of Research Questions ....................................................................44
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