Abstract
This paper describes the outcomes from a diversity, equity and inclusion graduate course that moved students from deficit views of families and children of color to a view more aligned with a structural racism perspective. This outcome was assessed using a pre and post written prompt and with an artistic reflection of learning such as poetry, video, and drawing. The paper briefly shares data from the written prompt assessment, with the balance of the time devoted to examples of student art. We then consider the possibilities of using art as an assessment tool in college classrooms, and the power of art to shape a more just society.
Presenters
Marcia PeckProfessor, Professional Learning and Innovation, Georgia College & State University, Georgia, United States Barbara Roquemore
Director of Doctoral Program, Professional Learning & Innovation, Georgia College & State University, Georgia, United States Paulette Cross
Lecturer of Foundations, Professional Learning and Innovation, Georgia College & State University, Georgia,, GCSU, Georgia, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
The Arts in Social, Political, and Community Life
KEYWORDS
Aesthetic Knowing, Art as Assessment
