Notes From A Twentysomething Educator: Liberation in the Art Classroom and Beyond
Abstract
Through an autoethnographic approach, this thesis proposes considerations for K-12 Art + Design educators, creating a framework composed of liberatory pedagogy, abolitionist teaching, and “teacher as organizer” tenants. Upon examining the history of policing in schools in the U.S, this body of work proposes applications for Art + Design educators working towards actively disrupting systems of oppression both within and outside of the classroom. This work explores storytelling, peer/collaborative learning, joy, and student choice – all under the proposed framework. This research is informed by Black feminist, queer, radical pedagogies, and contributes to growing discourse surrounding actionable abolitionist teaching, community organizing, and liberatory teaching practices.