Author ORCID Identifier
0000-0002-5360-2190
Abstract
This article delves into the often-overlooked issue of social class in visual art education. While art education is crucial for sustaining artistic traditions and cultural practices, the validation of certain art forms within educational systems significantly influences students’ perceived values of art and culture. This article explores the intricate interplay between social class, cultural capital, and art education in U.S. public schools. The goal is to enhance class consciousness among art educators, advocating for educational equity and cultural sustainability. The article presents a theoretical framework through a comprehensive review of existing scholarship on social class in U.S. art education. A conceptual map illustrating the interplay of these factors will be discussed. The article concludes by suggesting implications for art educators and teacher training programs, aiming to foster a more inclusive and equitable artistic learning environment.
