Abstract
In the social sphere there are numerous unmarked and unexamined categories. Heterosexuality, maleness, and middle classness are some of the apparent ones. However, Whiteness is perhaps the foremost unmarked and thus unexamined category in art education. And like other unmarked categories, White is assumed to be the human norm. Moreover, when Whiteness goes unexamined, racial privilege associated with Whiteness goes unacknowledged. In this article, I use the metaphor of sight or vision to examine race through a framework of bodies. My focus is, specifically, on the preparation of the authoritative White body of the art teacher to teach in classrooms consisting primarily of Black bodies, and other bodies of color. I use the Helms Model of White Racial Identity Development to outline both a theoretical and practical structure for critically examining White privilege. Additionally, I center the discussion on helping White preservice and practicing teachers acknowledge their "cultural eye" with the goal being to design a culturally responsive curriculum that vigorously challenges perspectives of Whiteness that result in inequities and injustices in personal, pedagogical, and political educational practice.
Rights
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