Nancy Pauly

Historic and contemporary media misrepresentations of Native American people in visual/popular culture—such as Edward Curtis’s photographs, Wild West Shows, museum exhibits, Boy Scout and school enactments, art, literature, toys, cartoons, and sports mascots—have been linked with cultural narratives that represent and reinforce the colonization and forced assimilation of the indigenous North American people. Some contemporary Native artists are challenging these dominant historical narratives by expressing their personal, communal, or cultural values and aesthetics to engage viewers in counter-storytelling as a form of resiliency. The purpose of this article is to examine media representations and contemporary Native art using historical contexts and Indigenous aesthetics and worldviews. The paper is framed by the scholarship of contemporary Native art educators, art historians, art critics, artists, and their allies, starting with recommendations by art educators who advocate teach...

The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative prepares elementary teachers at a Southwest majority-minority university. TECLA emerged from a social justice commitment to prepare teachers to work in linguistically and culturally diverse schools. The program integrates interdisciplinary arts-based approaches and culturally sustaining language acquisition strategies throughout the teacher education experience. TECLA conceptualizes social justice through a sociohistorical lens. Social justice is experienced when all people have equitable access to meaningful opportunities to participate in and (re)shape the social structures in which they live and work. TECLA relies on an expanded definition of social justice that includes building on students' home cultures, languages, and experiences to design rigorous educational experiences.

Designing culturally and linguistically relevant and sustaining programs is needed at all levels. Specifically including this approach in teacher education programs is a crucial goal, as what is learned turns into a multiplicative process through new teachers' implementation of this approach in their future classes. This chapter introduces the conceptualization and work of the Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) program designed to support the development of Elementary Education Teacher Candidates' readiness to teach and work with culturally and linguistically diverse learners through Arts-Integration. This chapter describes five focus areas of the program model in relation to a main event in the program, the Oral History Classroom Museums and we discuss how this process contributed the Teacher Candidates' Identity as Teachers as well as to nurture their pedagogical practices. Examples of each area and affordances and challe...

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children’s literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers’ reflections on their pedagogy and their students’ engagement illustrating how the arts can foster inclusive ways of knowing and communicating.

... the body type of a young girl, like Snow White, to the buxom Little Mermaid and Jasmine ... Teachers and Images as Visual Culture 131 have been considered to be a mainstream person, by the ... By creating this contrast, the absurdity of Holly's fictitious life and dream life is more ...