Speaker
Description
This paper describes an art-based critical pedagogy applied to preservice teachers. Utilizing visual thinking strategies and critical literacy, candidates analyzed a mural's content, exploring sociopolitical aspects, global contexts, and social justice issues. Initially relying on first impressions, they progressed to critical observation, and questioning socio-cultural, racial, and political imbalances. Through iterative processes, candidates identified local and global socio-political issues within the mural, addressing issues about social justice, global citizenship education, and art's communicative potential. They learned that societal issues may not be evident at the surface level, and examined privilege, intersectional identities, challenges faced by minorities, and oppressive school practices perpetuating inequities. These insights were integrated into educational theories and their evolving teaching philosophies, fostering equity-based teaching, and recognizing that teachers' roles extend beyond content delivery to supporting marginalized students for academic success. Among key aspects learned include discerning equality vs. equity and understanding teachers’ roles in fostering equity.
