Author ORCID Identifier
Abstract
In today’s political climate, academic freedom is increasingly threatened, and topics that challenge dominant narratives are often censored. Art education faces growing pressure to thoughtfully integrate these critical issues into its curriculum. This paper explores a five-day summer social justice art workshop at a Historically Black College and University (HBCU). Using a social justice art education framework, the workshop engaged undergraduate students, including non-art majors, in social justice research through creative expression and protest art making. The author argues that non-visual art students can create impactful visual counter-narratives that confront oppression while engaging deeply with both creative processes and social themes. Student reflections highlighted how art served as a powerful mode of expression when words were insufficient. Incorporating such practices across disciplines can promote critical thinking, foster community dialogue, and cultivate a sense of agency, especially among students of color, by encouraging art as a tool for self-expression and resistance.
Rights
© The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
Recommended Citation
Bailey, Indira
(2025)
"Unmasking Injustice in Tumultuous Times: Protest Art and Student Agency in a Summer Program,"
International Journal of Lifelong Learning in Art Education: Vol. 8, Article 12.
Available at:
https://scholarscompass.vcu.edu/ijllae/vol8/iss1/12