Guide Author
Why is this Important?
- White Privilege: Unpacking the Invisible Napsack "White Privilege: Unpacking the Invisible Knapsack" first appeared in Peace and Freedom Magazine, July/August, 1989, pp. 10-12, a publication of the Women’s International League for Peace and Freedom, Philadelphia, PA.
What do I do in the classroom?
We encourage you to adopt the methods Janine de Novais taught in the 2017 LA+D faculty in-service day, about establishing a brave community and academic grouding. Janine's slides are available for download and you can listen to her discuss her work on the This Anthro Life podcast!
- Towards a Brave Community for CritiqueAs presented by Janine de Novais to Lesley University College of Art and Design faculty.
**E-mail Micki Harrington for the password to access (not available publicly)** - Developing Cultural Competence for Social JusticeDr. Diane Goodman prepared this handout for Lesley's Faculty Development Day in Fall 2016.
What do I do with my curriculum?
Look at the rubric below, used in the LUCAD curriculum committee, and the original Diane Goodman materials it was adapted from. Goodman explains the rubric/flowchart in her article Cultural Competency for Social Justice: A Framework for Student, Staff, Faculty, and Organizational Development.
- Rubric for Diversity Core Competencies Syllabi Assessment Document created by GSOE for use in LUCAD as well.
- Sample FlowchartFilled out for an education course, as an example
Further reading, suggested by LUCAD faculty:
- Curriculum as Window and Mirror Published by the National SEED Project
- Class Dismissed A roundtable on art school, published in ArtForum
Books
If you struggle to identify the role privilege plays in your life, or how it applies to artists, consider reading some of these books:
Waking up White, and Finding Myself in the Story of Race by
For twenty-five years, Debby Irving sensed inexplicable racial tensions in her personal and professional relationships. As a colleague and neighbor, she worried about offending people she dearly wanted to befriend. As an arts administrator, she didn't understand why her diversity efforts lacked traction. As a teacher, she found her best efforts to reach out to students and families of color left her wondering what she was missing. Then, in 2009, one "aha!" moment launched an adventure of discovery and insight that drastically shifted her worldview and upended her life plan. In Waking Up White, Irving tells her often cringe-worthy story with such openness that readers will turn every page rooting for her-and ultimately for all of us.
Call Number: Located at Sherrill LibraryISBN: 9780991331307Publication Date: 2014
Between the World and Me by
In a profound work that pivots from the biggest questions about American history and ideals to the most intimate concerns of a father for his son, Ta-Nehisi Coates offers a powerful new framework for understanding our nation's history and current crisis. Americans have built an empire on the idea of "race," a falsehood that damages us all but falls most heavily on the bodies of black women and men--bodies exploited through slavery and segregation, and, today, threatened, locked up, and murdered out of all proportion. What is it like to inhabit a black body and find a way to live within it? And how can we all honestly reckon with this fraught history and free ourselves from its burden? Between the World and Me is Ta-Nehisi Coates's attempt to answer these questions in a letter to his adolescent son.
Call Number: Sherrill Library AtriumISBN: 9780812993547Publication Date: 2015
Art School by
The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world -- its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era -- combined with a revolution in information technology, raise fundamental questions about the education of today's artists. Art School (Propositions for the 21st Century) brings together more than thirty leading international artists and art educators to reconsider the practices of art education in academic, practical, ethical, and philosophical terms. The essays in the book range over continents, histories, traditions, experiments, and fantasies of education. Accompanying the essays are conversations with such prominent artist/educators as John Baldessari, Michael Craig-Martin, Hans Haacke, and Marina Abramovic, as well as questionnaire responses from a dozen important artists -- among them Mike Kelley, Ann Hamilton, Guillermo Kuitca, and Shirin Neshat -- about their own experiences as students. A fascinating analysis of the architecture of major historical art schools throughout the world looks at the relationship of the principles of their designs to the principles of the pedagogy practiced within their halls. And throughout the volume, attention is paid to new initiatives and proposals about what an art school can and should be in the twenty-first century -- and what it shouldn't be. No other book on the subject covers more of the questions concerning art education today or offers more insight into the pressures, challenges, risks, and opportunities for artists and art educators in the years ahead. ContributorsMarina Abramovic, Dennis Adams, John Baldessari, Ute Meta Bauer, Daniel Birnbaum, Saskia Bos, Tania Bruguera, Luis Camnitzer, Michael Craig-Martin, Thierry de Duve, Cl#65533;mentine Deliss, Charles Esche, Liam Gillick, Boris Groys, Hans Haacke, Ann Lauterbach, Ken Lum, Steven Henry Madoff, Brendan D. Moran, Ernesto Pujol, Raqs Media Collective, Charles Renfro, Jeffrey T. Schnapp, Michael Shanks, Robert Storr, Anton Vidokle
Call Number: eBookISBN: 0262134934Publication Date: 2009
Institutional Time by
A revered teacher and the most influential feminist artist of our time, Judy Chicago provides an autobiographical look at higher education in art, a must-read for aspiring artists and educators in studio art programs.
Call Number: N6537.C48 A2 2014ISBN: 1580933661Publication Date: 2014
Supporting Faculty
It's important to create a safe, supportive environment for your students, but in a way that teaches them how to have scholarly discourse rather than by suppressing their voice. When universities support faculty academic freedom and help them to develop cultural competence, they are encouraging a more meaningful scholarly dialog in the classroom.
Information on and Examples of Faculty Training Programs for Professional Development
- NEA Diversity Toolkit"Cultural competence doesn't occur as a result of a single day of training, or reading a book, or taking a course. Educators become culturally competent over time, but researchers suggest some places to start."
- MTU Cultural Competency TrainingMichigan Tech's training program, offered to external agencies
- SDSU Professional Certificate in Cultural Competence for EducatorsFrom San Diego State University
Information about Supporting Academic Freedom
- American Library Association: Academic FreedomWith links to additional resources
- On Free Speech and Academic FreedomWhat's the difference?
- Minnesota Law Review (issue 101.5)An entire issue of the journal devoted to this topic