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Throws at Umass Boston

Doctoral scores

title

Author

award date

Document type

open access dissertation

degree name

Doctor of philosophy (PhD)

Department

Education / Higher Education PhD

First consultant

Second Advisor

Gerardo Blano Ramirez

Third consultant

Abstract

Despite the increasing racial and ethnic diversity in the United States, the color of the color in the fields of art remain poor (Council of the Council of Council of Arts, 2004). Some scholars have argued the privileges of a Eurocentric focus and perpetuated on the curriculum and the pedagogy of university institutes of art and design (Behague, 2006; Garfias, 1991) and maintain the underrepresentation of artists of color artists in institutes of art and design .

We need to understand if the curriculum and pedagogy in the institutes of art and design know knowledge, values ??and behaviors of white culture at the expense of color students. The color students can extend to their racist or ethnic identity, their artistic answers to adapt to the expectations of their artistic disciplines and to experience negative self-concepts (Bernal, 2002; Stinnity and Kennedy, 1995). The color students can also be a certain drawback, and it is also at risk if their own racial / ethnic and cultural knowledge is linked outside their training (Agbo, 2001; Harris, 1990). The purpose of this study tries to understand how a Eurocentric curriculum and pedagogical form for students of color (SOC) is related to the development of racial / ethnic and cultural identity and behaviors in the classroom such as participation, learning and academic and artistic answers.

This study used the methodology of the portrait (Lawrence-Lightfoot & Davis, 1997) to create three portraits of students from an institute for art and design from the northeast. Four issues appeared for the experiences of these students in a Eurocentric curriculum and pedagogy. The students experienced an irrevocable environment in studio and liberal arts, the faculty that does not log in and have micro-aggressions and racism and their identity, whether they have Racist / ethnic or culturally at the edges of the classroom and learning. The last topic confirmed that liberal art courses offered the place through culturally appealing curriculum and culturally relevant pedagogy for students to express their identity and personal voices. This study has a profound impact on curricula, faculties, departments in art and design institutes and universities in general to treat the needs of under-represented students.

Comments

Free and open access to this campus access sensation is provided by the Umass Boston community of ScholarWorks at Umass Boston. Those who are not on campus and those without an Umass-Boston campus username and password, giving access to this dissertation by resources such as ProQuest Dissertations & Theses Global or by Rangerlibren. If you have a Umass Boston Campus user name and password and want to download this work from Off-Campus, click the "Off-Campus Umass Boston User" link above.

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