Aleisea Guzman

9.12 Who Am I to Teach You That? (Panel)

Chair:

Cathy Smilan – University of Massachusetts Dartmouth, USA

Panellists:

Aleisea Guzman – University of Massachusetts Dartmouth, USA

Julia Schwarz – University of Massachusetts Dartmouth, USA

Abstract:

In our tenuous physical and political global climate, teachers are increasingly called upon to conceptualize art content learning around difficult conversations and to practice inclusivity in their curricular choices. In some parts of the United States, these conversations are mandated, in others they are discouraged or even forbidden. Teaching in a public university in Massachusetts, affords the luxury of guiding students to confront uncomfortable issues through their art explorations and transform these inquiries into age-appropriate art lessons. Several years before the global pandemic time, art teachers seemed most comfortable with lessons on environmental justice; they voiced reluctance to engage in visual communication that might be seen as controversial to various community stakeholders. Recent guidance from the Massachusetts Elementary and Secondary education led me to expand upon my social justice art education class to more intentionally “support students to thrive by creating affirming environments where students feel seen, engage in deeper learning, and are held to high expectations with targeted support” (see here: https://www.doe.mass.edu/instruction/culturally-sustaining/default.html). 

This guidance facilitated developing a course has evolved into a culturally inclusive survey of issues impacting marginalized people and underrepresented global cultures, and reconsiders art education as inclusive territory. The goal, as DESE stated, is raise critical awareness, develop respect and to increase student learning through incorporating native cultures. Our further goal is to make critical histories visible so that past injustices are not perpetuated through ignorance and neglect. In this presentation, a panel of master k-12 art teachers and their professor share their educational journey to gain understandings about cultures of which they previously had little knowledge. We consider our biases and initial resistance to educating ourselves, followed by the transformative work art processing that illuminated our world views and afforded rich dialogue about how to present difficult material to primary and secondary pupils. Lesson ideas are included.

10.17 Digital Media for Equity: Empowering Students in Impoverished Communities (Workshop)

Aleisea Guzman – University of Massachusetts Dartmouth, USA

Abstract:

This workshop will explore how digital media can be leveraged as a tool for promoting equity in under-resourced and impoverished communities. Participants will learn strategies for using accessible technology to support creative expression, provide equal opportunities for learning, and amplify marginalized voices. Through hands-on exercises and case studies, attendees will discover how equity-driven digital media integration can break down barriers in art education.