Advancing Latinx Art Pedagogies: Promoting Racial Equity in Higher Education

There is little to no scholarship on Latinx-centered art pedagogies in higher education. This is, in part, due to the erasure, stereotyping, and exclusion of Latinx artists and scholars from Western art canons (Dávila, 2020). For example, Chicana art is commonly regarded as “exotic” or “primitive” (Davalos, 2017, p. 11). A Latinx-Serving Institution, mostly referred to as a Hispanic-Serving Institution (HSI), serves 25% or more undergraduate students. According to HSI Scholar Gina Ann Garcia (2019), Latinx-Serving Institutions are reported as underperforming when compared to “white normative standards” in higher education (p. 3). To truly be Latinx serving rather than solely Hispanic enrolling, Garcia advocates that faculty, administrators, staff, and students must work together to provide Latinx affirming pedagogies and instructional frameworks. This panel invites studio artists, art historians, designers, and education scholars to offer pedagogies, art practices, curricula, theories, and scholarship that support Latinx students. Questions to explore include:

• What assets do Latinx students and faculty bring to their creative and written work?
• What type of art instructional frameworks can be used to address cultural, linguistic, navigational, and familial capital?
• How do lived experiences, borderlands theories, and Latinx scholarship guide our fields? How can lived experiences be intellectualized?
• In what ways can we promote social justice and racial equity in the fields of art, design, art education, and art history?
• How can the writings of Gloria E. Anzaldúa shape Latinx affirming art pedagogies?