Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Editor’s Note: Queering Art Education

Editor’s Note: Queering Art Education Visual Arts Research Volume 46, Number 1 Summer 2020 v Editor’s Note: Cour tnie N. Wolfgang Virginia Commonwealth University Queering Art Education Before beginning, I would like to acknowledge that there are difficult dialogues ahead. At the end of the second decade of the 21st century, almost 3 years into an executive administration in the United States that has failed to reinforce some pro- tections while dissolving other protections for LGBTQ+ communities, art educa- tion has a long way to go in affirming the experiences and the lives of our teachers, students, communities, and school families. According to GLSEN’s 2017 National School Climate Survey, “only 19.8% of LGBTQ students were taught positive representations about LGBTQ people, history, or events in their schools; 18.4% had been taught negative content about LGBTQ topics” (Kosciw, Greytak, Zongrone, Clark, & Truong, 2018, p. xxii). Alarmingly, the percentage of students who reported seeing positive representa- tions in schools has dropped since GLSEN’s last survey in 2015 (Kosciw, Greytak, Giga, Villenas, & Danischewski, 2016, p. xx). The findings of this study demon - strate that schools with more inclusive curricula have lower student-reported rates of bullying and harassment. This statistic and others from GLSEN’s survey http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Visual Arts Research University of Illinois Press

Editor’s Note: Queering Art Education

Wolfgang, Courtnie N.
Visual Arts Research , Volume 46 (1) – Jun 19, 2020
Download PDF
3 pages

Loading next page...
 
/lp/university-of-illinois-press/editor-s-note-queering-art-education-oEoDXOEYZe
Publisher
University of Illinois Press
Copyright
Copyright © the Board of Trustees of the University of Illinois
ISSN
2151-8009

Abstract

Visual Arts Research Volume 46, Number 1 Summer 2020 v Editor’s Note: Cour tnie N. Wolfgang Virginia Commonwealth University Queering Art Education Before beginning, I would like to acknowledge that there are difficult dialogues ahead. At the end of the second decade of the 21st century, almost 3 years into an executive administration in the United States that has failed to reinforce some pro- tections while dissolving other protections for LGBTQ+ communities, art educa- tion has a long way to go in affirming the experiences and the lives of our teachers, students, communities, and school families. According to GLSEN’s 2017 National School Climate Survey, “only 19.8% of LGBTQ students were taught positive representations about LGBTQ people, history, or events in their schools; 18.4% had been taught negative content about LGBTQ topics” (Kosciw, Greytak, Zongrone, Clark, & Truong, 2018, p. xxii). Alarmingly, the percentage of students who reported seeing positive representa- tions in schools has dropped since GLSEN’s last survey in 2015 (Kosciw, Greytak, Giga, Villenas, & Danischewski, 2016, p. xx). The findings of this study demon - strate that schools with more inclusive curricula have lower student-reported rates of bullying and harassment. This statistic and others from GLSEN’s survey

Journal

Visual Arts Research – University of Illinois Press

Published: Jun 19, 2020

There are no references for this article.