Enhancing intersectional thinking in the gallery: opportunities for art therapists-in-training

ABSTRACT

Intersectional thinking has been increasingly emphasised in the field of art therapy in connection to ethical practice. This article demonstrates examples of graduate art therapy trainees who participated in a collaboratively curated community-based social justice exhibition as a form of advocacy, serving as a way to expand intersectional thinking and self-reflexivity beyond the classroom. It presents the experiences, direct quotes, and artworks from art therapists-in-training as collaborating artists and authors. This opinion piece seeks to offer a possible suggested pedagogical application or supplemental strategy to enhance or practice intersectional thinking beyond the classroom. Implications for art therapy practical pedagogical strategies that relate to intersectional thinking are discussed.

Unstructured Plain-language summary

This article presents an overview of intersectional thinking in application to considerations for art therapists-in-training. It offers the importance of understanding intersectional aspects of individual identity, self-reflexivity, the development of cultural humility, and the application of intersectional thinking to social justice advocacy. These factors are arguably central to development of art therapists-in-training as they translate their learning to ethical art therapy practice.

The article will represent the artworks and quotes of four artists/art therapists-in-training who explored intersectional thinking outside the classroom while co-curating exhibitions that promote consideration about social advocacy. Reflections from these art therapists-in-training may assist art therapy educators in engaging in opportunities that may offer the potential to enhance sophistication of intersectional thinking for art therapists-in-training.

KEYWORDS:

• Intersectionality
• art therapy
• gallery
• pedagogy
• narrative

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Ashley Hartman

Ashley Hartman, PhD, LMHC, LCAT, ATR-BC is an Assistant Professor of Art Therapy at Marywood University. As a co-curator, Ashley enjoys collaborating with art therapists-in-training to use the narrative in the gallery or museum space to enhance intersectional thinking. In art therapy practice, she works with cultural identity issues specific to international students and LGBTQ+ clients. Her research explores museum-based art therapy practices in context to cultural identity issues with diverse clients.

Brita Krempasky

Brita Krempasky, is a board certified Āyurvedic Health Counselor, artist, and an art therapist-in-training. As an artist she focuses on eco materials and mixed media representations to convey issues related to identity and social justice.

Quinn Waltman

Quinn Waltman is an art therapist-in-training. As an artist, she uses woodblock, printing, and mixed media to explore issues around identity.

Hannah Muller

Madison Solano is an art therapist-in-training. As an artist, she enjoys collaborative mural projects, to emphasise connection among community members from diverse backgrounds.

Madison Solano

Hannah Muller is an art therapist-in-training. As an artist, she applies glasswork and mosaic to her art therapy practice.