Stigma, Confinement, and Silence : On the Precarious Life and Death of John Derby

In this commentary, we take seriously the question of what does it mean to be in a precarious position and a precarious subject within educational institutions. Structured around three concepts, Stigma, Confinement, andSilence we discuss the life and death of art education scholar and colleague, John Derby. We attempt to address how John’s scholarship helped other researchers in art education orientate themselves and take a critical stance based on disability studies

Images: An Unbecoming Child: A (per)verse Growth Chart

Within silhouettes of male and female figures, cut out in the space between two walls, are chemically transferred images from (Spectral traces of) photos in my life-adulthood to childhood. These are representations of d(evolved) (dis)solutions to the crisis between my / self and other(s). The growth chart is reversed and perverse with the marking and masking of my maleness/femaleness. It is (the) unbecoming of me

Swimming Up-stream in the Jean Pool: Developing a Pedagogy Towards Critical Citizenship in Visual Culture

American children and youth live in and through mass media and popular culture. They frequently fashion their sense of history, ideology, and multiple and ever-changing identities through popular visual imagery. These images penetrate and pervade every aspect of our students’ lives in the form of television programs, children’s books, advertisements, movies, comics, toys, cereal boxes, video games, fashion merchandise, sport shoes, fast food paraphernalia, and architectural and public spaces. These images help to shape students’ experiences by capturing their imagination and engaging their desires. These pervasive, immediate, and sometimes ephemeral images often construct students’ consciousness and their sense of citizenship and culture. In fact, as images become more prolific and powerful, students’ sense of agency and civic participation is understood as consumer choice while politics are relegated to somewhere beyond the everyday. It is clear that rapid proliferation of imagery has profoundly changed American children, youth, culture, politics (relationship between power and knowledge) and academia, yet the field of art education has not quite caught up