Diversity & Inclusion References

Asset Pedagogies 

Flint, A. S., & Jaggers, W. (2021). You matter here: The impact of asset-based pedagogies on learning. Theory Into Practice, 1. https://doi-org.libproxy.unm.edu/10.1080/00405841.2021.1911483

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48–70. https://doi-org.libproxy.unm.edu/10.1111/curi.12002

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74-84.

McCarty, T. L., & Lee, T. S. (2014). Critical culturally sustaining/revitalizing pedagogy and indigenous education sovereignty. Harvard Educational Review, 84(1), 101–124. 

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 3, 93. https://doi.org/10.3102/0013189X12441244

Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100.

BIPOC in Art

Acuff, J. B. (2020). Afrofuturism: Reimagining art curricula for black existence. Art Education, 73(3), 13–21. https://doi-org.libproxy.unm.edu/10.1080/00043125.2020.1717910

Buffington, M. L., & Day, J. (2018). Hip hop pedagogy as culturally sustaining pedagogy. Arts, 7(4), 97. https://doi-org.libproxy.unm.edu/10.3390/arts7040097

Hudson, A. (2020). Learning from a young indigenous artist: What can hip hop teach us? Art Education, 73(1), 18–22. https://dx.doi.org.libproxy.unm.edu/10.1080/00043125.2019.1672498

Kraehe, A. M., & Acuff, J. B. (2013) Theoretical considerations for art education research with and about “underserved populations.” Studies in Art Education, 54(4), 294-309.

Kraehe, A. M., & Herman, D. (2020). Racial encounters, ruptures, and reckonings: Art curriculum futurity in the wake of Black Lives Matter. Art Education, 73(5), 4–7. https://doi-org.libproxy.unm.edu/10.1080/00043125.2020.1789413

Rolling, J. H. (2020). Making Black lives matter: Toward an anti-racist artmaking and teaching agenda — part 1. Art Education, 73(5), 8–9. https://doi-org.libproxy.unm.edu/10.1080/00043125.2020.1796200

BIPOC in Music

Good-Perkins, E. (2021). Culturally sustaining music education and epistemic travel. Philosophy of Music Review, 29(1), 47-66. https://doi-org.libproxy.unm.edu/10.2979/philmusieducrevi.29.1.04

Liu, C.-W. (2020). Sustaining cultures in the music classroom. General Music Today, 33(3), 58–60. https://doi-org.libproxy.unm.edu/10.1177/1048371320911010

Kindall-Smith, M., McKoy, C. L., & Mills, S. W. (2011). Challenging exclusionary paradigms in the traditional musical canon: Implications for music education practice. International Journal of Music Education, 4, 374-386. http://doi-10.1177/0255761411421075

Disability Rights 

Keifer-Boyd, K., Bastos, F., Richardson, J. (Eisenhauer), & Wexler, A. (2018). Disability justice: Rethinking “inclusion” in arts education research. Studies in Art Education, 59(3), 267–271. https://doi-org.libproxy.unm.edu/10.1080/00393541.2018.1476954

ELL & Bilingual Populations

Palmer Wolf, D., Holochwost, S. J., Bar-Zemer, T., Dargan, A., & Selhorst, A. (2014). “Some things in my house have a pulse and a downbeat”: The role of folk and traditional arts instruction in supporting student learning. Journal for Learning through the Arts, 10(1). 

LGBTQ+

Yang, M.-J., & Hsieh, K. (2020). Queer up! Application of queer representation in art education. Visual Arts Research, 46(1), 49–60. https://doi.org/10.5406/visuartsrese.46.1.0049

Museums

Downey, K. (2020). Reaching out, reaching in: Museum educators and radical transformation. Journal of Museum Education, 45(4), 375-388. https://doi.org/10.1080/10598650.2020.1831793

Wexler, A. (2018). #BLACKLIVESMATTER: Access and equity in the arts and education. Art Education, 71(1), 20–23. https://doi-org.libproxy.unm.edu/10.1080/00043125.2018.1389588

Rural and Place-Based Education

Bequette, J.W. (2014). Culture-based arts education that teaches against the grain: A model for place-specific material culture studies. Studies in Art Education, 55(3), 214–226. https://doi-org.libproxy.unm.edu/10.1080/00393541.2014.11518931

Prest, A. (2020). Cross-cultural understanding: The role of rural school-community music education partnerships. Research Studies in Music Education, 42(2), 208–230. https://doi-10.1177/1321103X18804280

Rearden, K. T., & Bertling, J. G. (2019). From sharks to “The Big Ugly”: A rural art teacher’s transition to place-based education. Rural Educator, 40(3), 49–61.

Theater & Dance

Schroeder-Arce, R. (2014). Toward culturally responsive artistry: Implications for institutions, artists, educators and audiences. International Journal of Education & the Arts, 15(20).

Prichard, R. (2016). Honoring the past, changing the future: Bringing Native American voices into dance theory courses. Journal of Dance Education, 2, 39-47. https://doi-org.libproxy.unm.edu/10.1080/15290824.2015.1055003