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An alternate tracing as arts-based inquiry: Recognizing past-present trajectories of schooling and Whiteness in an art student-teacher observation.

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Title: An alternate tracing as arts-based inquiry: Recognizing past-present trajectories of schooling and Whiteness in an art student-teacher observation.
Authors: Hanawalt, Christina1 hanawalt@uga.edu
Source: International Journal of Education through Art. Sep2022, Vol. 18 Issue 3, p417-434. 18p.
Subject Terms: *Elementary schools, *Art education, *Schools, Philosophy, Race
Abstract: In this article, I revisit an art student-teacher observation in an elementary school in which I encountered unsettling approaches to discipline practices. Using process philosophy as a theoretical guide, I describe my arts-based inquiry into what transpired in the school that day as events that were produced in a field of relations. Sensing that there was something I was not initially able to recognize about the field of relations from which the events were catalysed, I pursued an alternate tracing of the events as juxtaposed with texts relevant to the history of schooling in the United States. This process brought to the fore the role of Whiteness – past and present – in the disciplinary norms around which schooling in the United States is centred. I further explore the role of Whiteness in the disciplining of bodies, sounds, affects and emotions in schools – all of which affect students' and teachers' ways of being in art classrooms. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: An alternate tracing as arts-based inquiry: Recognizing past-present trajectories of schooling and Whiteness in an art student-teacher observation.
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  Data: *<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Art+education%22">Art education</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy%22">Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink>
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  Data: In this article, I revisit an art student-teacher observation in an elementary school in which I encountered unsettling approaches to discipline practices. Using process philosophy as a theoretical guide, I describe my arts-based inquiry into what transpired in the school that day as events that were produced in a field of relations. Sensing that there was something I was not initially able to recognize about the field of relations from which the events were catalysed, I pursued an alternate tracing of the events as juxtaposed with texts relevant to the history of schooling in the United States. This process brought to the fore the role of Whiteness – past and present – in the disciplinary norms around which schooling in the United States is centred. I further explore the role of Whiteness in the disciplining of bodies, sounds, affects and emotions in schools – all of which affect students' and teachers' ways of being in art classrooms. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1386/eta_00110_1
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      – SubjectFull: Elementary schools
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      – SubjectFull: Art education
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      – SubjectFull: Schools
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      – SubjectFull: Philosophy
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      – SubjectFull: Race
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              Text: Sep2022
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