Troubling Sociocultural Narrative Pedagogy: Implications for Art Educators

Abstract

This article draws on a study with preservice art educators to offer theoretical perspectives on sociocultural narrative pedagogy. Informed by the work of Chicana feminist scholar Gloria Anzaldúa, the authors identify three major phenomena that manifest within sociocultural narrative pedagogy: (1) disruptions, ruptures, and breakdowns, (2) silences, refusals, and resistances, and (3) paradoxes. The authors conclude that while narrative can be a powerful pedagogical tool for addressing sociocultural difference, it is also a troubling, often paradoxical, avenue for developing critical consciousness in preservice art educators.

Acknowledgments

The research on which this theoretical article was generated was the result of a study conducted with preservice art educators while the authors were teaching fellows for Art Education methods courses. The study was approved by the Institutional Review Board of the University of North Texas and conducted under the faculty supervision of Dr. Amelia Kraehe. A draft of this article was read and critiqued by Dr. Amelia Kraehe and Dr. Tyson Lewis, Art Education faculty at The University of North Texas, prior to submission.

Notes

¹ A pseudonym is used for this guest speaker.

² Pseudonyms are used for all students.