Abstract

This article argues that a commitment to the social justice potential of art education forces us to reconsider the constructed dialectic of “school” and “community.” When emerging art educators are immersed in community encounters, they become reflexive teachers and learners, and they can awaken a relational, embodied self-understanding that they can deploy regardless of their teaching site.

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Additional Information

ISSN
2151-8009
Print ISSN
0736-0770
Pages
pp. 84-95
Launched on MUSE
2015-05-13
Open Access
No
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