Abstract
Employing Bauman’s scholarship on globalization, the author theorizes teacher candidates as tourists in order to critically examine current field observation practices in art education. The study follows preservice students as they participate in collecting narratives during field observations in an urban/inner-city school. The visual representations of their experiences are analyzed to isolate and address emergent themes that reveal the consumerist nature of field practices through instances of (trans)action. Recent national studies give credence to the shifting landscape of public education in the United States and the author suggests that the changing demographics of both teachers and students necessitate a reconceptualization of site observations in order to challenge preconceived notions of diverse pedagogical places and provide strategies to mitigate spaces of tension experienced during fieldwork.
Rights
© The Author
Included in
Art Education Commons, Other Educational Administration and Supervision Commons, Scholarship of Teaching and Learning Commons, Urban Education Commons