Why Arts Education, At All?: An A/r/tographic Inquiry

Authors

Darshana Devarajan, Michigan State UniversityFollow
Brittany M. Brewer, Michigan State UniversityFollow
Karenanna Boyle Creps, Michigan State UniversityFollow
Reyila Hadeer, Michigan State UniversityFollow

Keywords

Arts Education, Curricular Epistemicide, Arts Based Educational Research, Poetic Inquiry, A/r/tography, Elementary Education, Secondary Education

Abstract

In the wake of curricular epistemicide, the authors draw your attention towards the theoretical and practical constraints created around arts education. As a/r/tographers (artists, researchers, and teachers), we argue that our ways of knowing and creating in the space of curriculum and instruction are dynamic ways to think about and through curricular epistemicide. In foregrounding our own experiences of “(un)becoming through the cracks”, when we are faced with restrictive ways of knowing in a Department of Teacher Education, we put forth a question through our arts-based practices of knowing: why arts education, at all?

DOI

10.15760/nwjte.2022.17.3.19

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/38821

Recommended Citation

Devarajan, Darshana; Brewer, Brittany M.; Creps, Karenanna Boyle; and Hadeer, Reyila (2022) "Why Arts Education, At All?: An A/r/tographic Inquiry," Northwest Journal of Teacher Education: Vol. 17 : Iss. 3 , Article 19.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.19