Conceptualizing Art Integration Through Currere
Art integration toward social justice guides our teaching philosophies and practices as higher educators. Art integration expands the boundaries of art education; educators and learners can consider their position in the world and become activists in working toward change. We do this in our local communities with community partners. Immersed in a place-based approach, art education becomes a tool to explore the places people live, thinking globally while creating and discussing art in a more local context (Danker, 2018; Lai & Ball, 2002). Working through Currere individually and collaboratively promotes reflection and recognition of moments when our actions did not align with our values and beliefs. It became a method for better understanding ourselves, art integration and potentially, our students.
Currere has led us to awareness of moments of tension impacting our teaching practices in which we have privileged community partner voices over our students. That tension, and our attempts to resolve it are the basis of this paper. We chronicle our reflective practice through which we identified three concepts in which we use currere in relationship to art integration: how currere intersects with conceptions of education, currere as a means of moving toward reciprocity in community, and how moments of unlearning can deepen pedagogical practice.
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