Abstract
Many art education advocates call for expanded arts offerings in schools, particularly in urban settings. These calls for greater and more equitable arts access are presented as efforts toward racial and social justice, yet often lack a vision for a culturally affirming pedagogy. Through the dialogue of the author and her former student, this article explores how more arts access, without significant pedagogical revamping, may in fact reinforce the persistent failure of urban schools to provide purposeful education, particularly for Black male artists.
Rights
© The Author