Dipti Desai Dipti Desai is Associate Professor and Director of the Graduate Art + Education Programs at New York University, USA. As a scholar and artist-educator her work addresses the intersection between visual art, activism, and critical pedagogy. She has published widely in the area of critical multiculturalism/critical race theory in art education, contemporary art as a pedagogical site, and critical pedagogy. She is the co-editor of Social Justice and the Arts book published by Taylor and Francis and her co-authored book History as Art, Art as History: Contemporary Art and Social Studies Education received an Honorable mention for Curriculum Practice Category by Division B of American Education and Research Association (AERA). Among her awards, she received the Specialist Fulbright Award and the Ziegfield Service Award for contribution to International Art Education. Her most recent project entailed curating a special issue on artistic activism for the journal, Visual Inquiry: Learning and Teaching Art (2017).
Jessica Hamlin is a Clinical Professor in the Art+Education program at NYU in the Steinhardt School for Culture, Education, and Human Development. Her work explores the intersections between contemporary art, critical pedagogy, and public education. Before joining the faculty at NYU she served as the Director of Education for Art21 initiating the Art21 Educators professional learning community and Creative Chemistries - a platform for timely exchange between artists, educators, policy makers, academics and community based educators. An advocate for a radical reimagining of education and teacher practice inspired by urgent social issues, relevant historical connections, and contemporary practices enacted by socially engaged and activist artists, Jessica works with K-12 classroom teachers to position schools and classrooms as sites for creative and critical exchange and community building.
In this interactive workshop, we explore racialized vision through the lens of contemporary artists of color who reframe the politics of seeing and being seen and in doing so generate alternative narratives that challenge colonial vision. Their activist work moves from representing social issues to taking action, forcing us as educators to think about new ways to teach visual art in K-12 schools as well as college and university level art schools. Based on the expanding practices of artists working today, including socially engaged, digitally enhanced, and activist oriented, we are interested in how art educators can learn from these new modalities to reframe our own practices and reframe the politics of visuality. The pedagogical structure of the workshop will move from a short presentation to a collaborative exploration of questions we raise together to guide our thinking about decolonizing art education practices.