“I'm So Offended!”: Curriculum Flashpoints and Critical Arts Education

Amelia M. Kraehe, Emily Jean Hood, Sarah Travis

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


Inspired by critical race and feminist perspectives, this paper complicates the conversation on preparing arts educators for diversity and equity. The authors ground their research on the premise that arts educators committed to challenging social inequalities must understand sociocultural influences on art, curriculum, teaching, and learning. The paper reports a qualitative study that investigated how pre-service arts educators make sense of sociocultural differences (i.e., the dynamics of race, class, gender and sexuality). Findings articulate key curriculum flashpoints that emerged when art teacher candidates engaged with sociocultural knowledge. These flashpoints include identity formation, questioning knowledge, and discourses of offense. The authors argue that these flashpoints present curricular provocations that can assist in developing the critical capacities of art educators. The conclusion explores the implications of these findings for organizing and teaching sociocultural content as foundational knowledge for arts educator preparation.

Original languageEnglish (US)
Article number18
Pages (from-to)1-28
Number of pages28
JournalInternational Journal of Education and the Arts
StatePublished - Oct 31 2015

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts
  • Music
  • Literature and Literary Theory


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