Un-disciplined Racial Subjects in the Arts in Education: Cultural Institutions, Personal Experiences, and Reflexive Interventions

Christy Guthrie, Amelia M. Kraehe

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

This final section of the Handbook focuses on stories that, we suggest, reflect a sense of being “un-disciplined” in the arts: questioning or rejecting subjectivities that are formed through majoritarian arts discourses. This group of chapters highlights the role of experiential narratives in critical race theory, with many of the authors positioning themselves as producers of counterstories and critical accounts against White supremacy. In some cases, authors unpack how they themselves are constituted as particular kinds of racial subjects through the arts; in others, authors analyze how arts institutions and contexts divide normative and non-normative subjecthood along the color line. By revealing the impacts of institutionalized values and practices, these chapters help us to understand how subjectivities are negotiated through the White property of the arts.

Original languageEnglish (US)
Title of host publicationThe Palgrave Handbook of Race and the Arts in Education
PublisherSpringer International Publishing
Pages443-453
Number of pages11
ISBN (Electronic)9783319652566
ISBN (Print)9783319652559
DOIs
StatePublished - Jan 1 2018

Keywords

  • Counterstory-telling
  • Critical race theory
  • Curriculum
  • Institutions
  • Stories
  • Subjectivity
  • Whiteness as property

ASJC Scopus subject areas

  • General Social Sciences

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