Adriana katzew | Massachusetts College of Art (original) (raw)
Papers by Adriana katzew
University of California Press eBooks, Apr 24, 2023
Research Quarterly for Exercise and Sport, 2010
Latino Studies, 2009
As a Chicana teaching at a predominantly white institution to predominantly white students, I fin... more As a Chicana teaching at a predominantly white institution to predominantly white students, I find myself asking many questions: Am I making a difference? Will my white students shift their way of thinking? Will they be willing to give up their comfort zone? And will my Latino/a students find a space where their intellectual analysis and experiences are heard and valued? How do racial and ethnic signifiers affect my pedagogy and all of my students' learning? In the following pages, I trace some of my experiences teaching at the University of Vermont (UVM). Vermont, the second most white state in the United States, has a white population of 96.5 per cent, and a Latino population of 1.3 per cent (US Census, 2007). Similarly, UVM has a very small percentage of Latino/as on campus. In the fall of 2007, 95.2 per cent of the undergraduates were white, while a mere 1.6 per cent were Latino (UVM, 2008). 1 The full-time instructional and research faculty is also predominantly white (85.2 per cent), and only 1.9 per cent are Latino/as (UVM, 2008). This reality has shaped what I teach, my pedagogy and the sense of responsibility in working with students of color and white students alike. Education scholars Roland Mitchell and Jerry Rosiek (2006) stress that we must contribute to ''an emerging tradition of research known as the scholarship of teaching,'' which involves a two-part process: ''First, it begins with an invitation to university faculty to treat teaching as an opportunity for disciplined inquiry y. Second, the results of these inquiries need to be shared
Visual Arts Research, 2015
This article argues that a commitment to the social justice potential of art education forces us ... more This article argues that a commitment to the social justice potential of art education forces us to reconsider the constructed dialectic of "school" and "community." When emerging art educators are immersed in community encounters, they become reflexive teachers and learners, and they can awaken a relational, embodied self-understanding that they can deploy regardless of their teaching site.
Latino Studies, 2009
... Hello Profesora: Teaching as a Chicana at a predominantly white university. Adriana Katzew.... more ... Hello Profesora: Teaching as a Chicana at a predominantly white university. Adriana Katzew. Abstract. ... Will my white students shift their way of thinking? To read this article in full you may need to log in, make a payment or gain access through a site license (see right). ...
Discourse and Disjuncture between the Arts and Higher Education
Interdisciplinary Portfolio is a unique set of courses taught within the education department of ... more Interdisciplinary Portfolio is a unique set of courses taught within the education department of the Massachusetts College of Art and Design. The authors discuss the ways in which these courses model interdisciplinarity by bridging the gap between studio art and non-arts classes. Drawing on examples from student work, the authors describe the ways in which students generatively integrate knowledge from a variety of disciplines into their art-making and teaching. In sum, the authors discuss the gains and challenges of this purposeful model and cite its important implications for both higher education and K-12 settings.
The Oprahfication of American Culture, 2009
https://mail.google.com/\_/scs/mail-staticThis article examines the first two seasons of the U.S. ... more https://mail.google.com/_/scs/mail-staticThis article examines the first two seasons of the U.S. television program Ugly Betty through a critical analysis of the show’s text to see where and how the program reifies, subverts, complicates, or destabilizes stereotypes of Latina/os. It specifically examines the Latina and the Latino body in terms of gender and sexuality, and also analyzes the choice of Mexican bodies. This article analyzes this program with an eye towards its potential educational impact, focusing on how media (as one of many educational agents) can reinforce – or counter – stereotypes, and contribute to individuals building images of others and of their own identity.
This article argues that a commitment to the social justice potential of art education forces us ... more This article argues that a commitment to the social justice potential of art education forces us to reconsider the constructed dialectic of "school" and "community". When emerging art educators are immersed in community encounters, they become reflexive teachers and learners, and they can awaken a relational, embodied self-understanding that they can deploy regardless of their teaching site.
Research Quarterly for Exercise and Sport, 2010
This paper shows how a group of young people and researchers, through their reading of images, pe... more This paper shows how a group of young people and researchers, through their reading of images, performed "identity work" within discourses of the body and gender in physical education. To explore young people's identity narratives and physicality, the researchers used an ethnographic method using photo-elicitation. Findings in this study showed the complex ways girls and boys, picked up, resisted, and negotiated male and female body signifiers by "doing girl" and "doing boy" in the school context. Given these results, the researchers discuss several implications for educators and scholars to consider in working toward the new gender agenda in physical education.
Latino Studies, 2011
... Mark Indelicato, the actor who plays Justin, states that [m]y fan mail is mostly kids that d... more ... Mark Indelicato, the actor who plays Justin, states that [m]y fan mail is mostly kids that don't really fit in and people don't understand them They go, 'Thank you, because you're helping me to be understood by ... Gerbner, G., L. Gross, M. Morgan, N. Signorielli and J. Shanahan. ...
University of California Press eBooks, Apr 24, 2023
Research Quarterly for Exercise and Sport, 2010
Latino Studies, 2009
As a Chicana teaching at a predominantly white institution to predominantly white students, I fin... more As a Chicana teaching at a predominantly white institution to predominantly white students, I find myself asking many questions: Am I making a difference? Will my white students shift their way of thinking? Will they be willing to give up their comfort zone? And will my Latino/a students find a space where their intellectual analysis and experiences are heard and valued? How do racial and ethnic signifiers affect my pedagogy and all of my students' learning? In the following pages, I trace some of my experiences teaching at the University of Vermont (UVM). Vermont, the second most white state in the United States, has a white population of 96.5 per cent, and a Latino population of 1.3 per cent (US Census, 2007). Similarly, UVM has a very small percentage of Latino/as on campus. In the fall of 2007, 95.2 per cent of the undergraduates were white, while a mere 1.6 per cent were Latino (UVM, 2008). 1 The full-time instructional and research faculty is also predominantly white (85.2 per cent), and only 1.9 per cent are Latino/as (UVM, 2008). This reality has shaped what I teach, my pedagogy and the sense of responsibility in working with students of color and white students alike. Education scholars Roland Mitchell and Jerry Rosiek (2006) stress that we must contribute to ''an emerging tradition of research known as the scholarship of teaching,'' which involves a two-part process: ''First, it begins with an invitation to university faculty to treat teaching as an opportunity for disciplined inquiry y. Second, the results of these inquiries need to be shared
Visual Arts Research, 2015
This article argues that a commitment to the social justice potential of art education forces us ... more This article argues that a commitment to the social justice potential of art education forces us to reconsider the constructed dialectic of "school" and "community." When emerging art educators are immersed in community encounters, they become reflexive teachers and learners, and they can awaken a relational, embodied self-understanding that they can deploy regardless of their teaching site.
Latino Studies, 2009
... Hello Profesora: Teaching as a Chicana at a predominantly white university. Adriana Katzew.... more ... Hello Profesora: Teaching as a Chicana at a predominantly white university. Adriana Katzew. Abstract. ... Will my white students shift their way of thinking? To read this article in full you may need to log in, make a payment or gain access through a site license (see right). ...
Discourse and Disjuncture between the Arts and Higher Education
Interdisciplinary Portfolio is a unique set of courses taught within the education department of ... more Interdisciplinary Portfolio is a unique set of courses taught within the education department of the Massachusetts College of Art and Design. The authors discuss the ways in which these courses model interdisciplinarity by bridging the gap between studio art and non-arts classes. Drawing on examples from student work, the authors describe the ways in which students generatively integrate knowledge from a variety of disciplines into their art-making and teaching. In sum, the authors discuss the gains and challenges of this purposeful model and cite its important implications for both higher education and K-12 settings.
The Oprahfication of American Culture, 2009
https://mail.google.com/\_/scs/mail-staticThis article examines the first two seasons of the U.S. ... more https://mail.google.com/_/scs/mail-staticThis article examines the first two seasons of the U.S. television program Ugly Betty through a critical analysis of the show’s text to see where and how the program reifies, subverts, complicates, or destabilizes stereotypes of Latina/os. It specifically examines the Latina and the Latino body in terms of gender and sexuality, and also analyzes the choice of Mexican bodies. This article analyzes this program with an eye towards its potential educational impact, focusing on how media (as one of many educational agents) can reinforce – or counter – stereotypes, and contribute to individuals building images of others and of their own identity.
This article argues that a commitment to the social justice potential of art education forces us ... more This article argues that a commitment to the social justice potential of art education forces us to reconsider the constructed dialectic of "school" and "community". When emerging art educators are immersed in community encounters, they become reflexive teachers and learners, and they can awaken a relational, embodied self-understanding that they can deploy regardless of their teaching site.
Research Quarterly for Exercise and Sport, 2010
This paper shows how a group of young people and researchers, through their reading of images, pe... more This paper shows how a group of young people and researchers, through their reading of images, performed "identity work" within discourses of the body and gender in physical education. To explore young people's identity narratives and physicality, the researchers used an ethnographic method using photo-elicitation. Findings in this study showed the complex ways girls and boys, picked up, resisted, and negotiated male and female body signifiers by "doing girl" and "doing boy" in the school context. Given these results, the researchers discuss several implications for educators and scholars to consider in working toward the new gender agenda in physical education.
Latino Studies, 2011
... Mark Indelicato, the actor who plays Justin, states that [m]y fan mail is mostly kids that d... more ... Mark Indelicato, the actor who plays Justin, states that [m]y fan mail is mostly kids that don't really fit in and people don't understand them They go, 'Thank you, because you're helping me to be understood by ... Gerbner, G., L. Gross, M. Morgan, N. Signorielli and J. Shanahan. ...