@article{fc2bb5c45ade42acbb67e1b6b6f67e9f,
title = "Visual(ization) Education: Expanding Possibilities of Arts-Based Pedagogy",
author = "Wilson, \{Gloria J.\}",
note = "Funding Information: Particularly as an educator, I have always believed that these time-based artistic forms of representation are useful in engaging students in discussions around difficult topics such as race ( hooks, 1996 ) while simultaneously challenging what is considered high/low forms of art. When juxtaposed with historical hegemonic representations, these forms have the ability to reshape our learning unlike any other visualization method. When I introduced my art education students to the writings of Stuart Hall and his theories of representation, it would help them uncover the powerful links within the creation process, which have impacted racial prejudices and how this shared meaning/language has helped to shape to our understanding of others ( Hall, 1997 ). hooks (1996) offers further support in recognizing the power of film in pedagogical practice. ,800), funded by an SAIC scholarship for travel to Chicago and fully funded accommodations. I am now able to write about the project for a wider audience of art educators to experience. These are but a few of my privileged positions in advancing a visual narrative. Perhaps we can consider these positions as a deep reflection of who we are as a field and how we might continue our work as educators. ",
year = "2019",
month = may,
day = "4",
doi = "10.1080/00043125.2019.1577943",
language = "English (US)",
volume = "72",
pages = "50--53",
journal = "Art Education",
issn = "0004-3125",
publisher = "Routledge",
number = "3",
}