Steve Willis

Chrysalis: Teaching with Love (Panel)

Chair: Steve Willis – Missouri State University, Springfield, USA

Mousumi De – University of Redlands, USA

Rabeya Jalil – National College of Arts, University of Lahore, Pakistan

Angela Saldanha – APECV, Portugal

Allan Richards – University of Kentucky, USA

Teresa Torres de Eça – InSEA, Portugal

Abstract:

This presentation uses the publication Chrysalis: Teaching with Love (Willis, 2023) as the topic of this panel presentation. We will present our narratives about teaching with love and compassion by discussing how we teach with compassion and love, ultimately leading to more meaningful educational outcomes for students and teachers alike. We realized that instead of externalizing our faults we needed introspective awarenesses and responsibilities by first being compassionate and loving to ourselves. We want our hearts and heads to be balanced to lead the way in our compassionate and loving, teaching and learning environments. In this presentation, we will share suggestions about how we were able to change from a mind-centred habit to a heart-centred lifestyle understanding the significance of active support and care in creating deeper connections and more impactful learning experiences. Through this, we became positive, compassionate, and loving and this balanced our teaching and artmaking as heart-centred educators and artists. We advocate for a conceptual shift to teach with compassion and love. We hope to engage the audience conversationally to reflect on teaching practices by sharing practical examples to demonstrate how this can transform everyday teaching practices to foster a more supportive and inclusive learning environment. Through practical examples, we will illustrate how adopting a compassionate and loving approach will increase empathy, sympathy, harmony, unity, kindness, and love. We are hopeful that this presentation will act as a catalyst for introspection and realization. These loving, kind, and compassionate habits are the ones we want to reinforce so we can continually develop ourselves as heart-centred people, artists, and educators.

Willis, S. (2023). Chrysalis: Teaching with love. KDP Publishing. ISBN-13: 979-8397999243

Decolonizing the Legacy of White Supremacy through Art Education Pedagogy

Steve Willis – Missouri State University, USA

(with Allan Richards – University of Kentucky, USA)

Abstract:

This presentation explores how diversity, equity, and inclusion (DEI) can help decolonize the legacy of White supremacy in art education. With over 20 years in the field, I’ve witnessed gradual shifts in confronting this legacy, yet substantial work remains. Historically, the theory of White superiority was formalized in the 17th century by Arthur de Gobineau (1853) who advanced the concept that the White race is superior to that of others. The Age of Discovery in the 15th century saw European powers – Britain, Spain, France, Portugal – conquer lands across the Americas and Africa, exploiting and dominating native populations for centuries. This period of colonialism, followed by slavery and imperialism, established systems of domination that have persisted, impacting structures like art education in contemporary societies, such as the United States (hooks, 2013). In this presentation, we’ll examine the advantages of DEI in addressing these legacies. DEI enriches art education by fostering inclusive and equitable learning environments that amplify marginalized voices and histories, challenging Eurocentric perspectives to cultivate a more comprehensive understanding of art (hooks, 1994). It encourages critical thinking, urging students to scrutinize systemic inequities in traditional art histories (Freire, 1970). DEI also promotes intercultural collaboration, dismantling hierarchical structures and fostering respect (Nieto, 2017). Through representation, it affirms students’ identities, countering historical erasure (Gay, 2018). Moreover, DEI inspires creativity by incorporating diverse artistic traditions, broadening students’ creative potentials (Banks & Banks, 2020). We will share our pedagogical approaches to decolonizing art education, highlighting strategies that dismantle oppressive frameworks and celebrate human diversity.