The primary question that framed this study was “How does a multicultural and social reconstructionist approach to art education facilitate the three broad goals of social justice (a) increase personal awareness, (b) expand knowledge and (c) encourage action among youth?” This inquiry was formulated based on a previous research project that indicated the need for a multicultural and reconstructionist approach in art education. Some art education curriculum has been identified as hegemonic in that it assists in maintaining the status quo. Curriculum can be oppressive if it consistently uses voices only from the dominant population and continues to neglect the needs of its receivers. Therefore, an art education curriculum that promotes inclusivity, transformation, social change and social reconstruction was the goal for this research. In addition, this study worked to examine the results of the implementation of this approach.
To attend to this objective, this study utilized participatory action research (PAR), a methodology theoretically driven by social justice and advocacy for change on a local level. Using this methodology initiated stakeholder engagement and helped to reveal the significance of student voice in curriculum.
Youth who attended Kaleidoscope Youth Center (KYC), in Columbus, Ohio, were participants in this study. Weekly artmaking workshops were held at KYC. Each workshop began with a discussion about a social justice issue that was chose by the youth. The workshops ended with an artmaking activity that allowed the youth to explore and communicate personal feelings about that specific issue. The youths’ artworks served as data to be analyzed. A curriculum map that emerged from the student-researcher discussion and collaboration served as data as well. Additional qualitative methods such as journaling, observations, reflections, and interviews helped to obtain data as well. The youth at KYC organized an exhibition to share the artwork that was made during the artmaking workshops. An exhibition survey was given to the audience. This research method intended to measure the influence of Sleeter and Grant’s (2007a) multicultural and social reconstructionist approach outside of the classroom walls. The surveys attempted to address how the approach was communicated through the youths’ artwork and how the artwork additionally shared knowledge and/or ignited an interest in social justice issues. Data analysis included coding and categorizing information into predetermined foci. Emergent themes were then identified by using content analysis.
The results of the study revealed that a multicultural and social reconstructionist approach in the art education classroom did facilitate the three broad goals of social justice by its ability to give the youth a voice, question power and authority, practice democracy in the classroom, and collaborate in knowledge creation and knowledge sharing.