Price, D.-C. (2023). Visual arts and technology integration: A phenomenological study of Black visual artists choosing to eradicate racism and education inequity (Publication No. 30420738) [Doctoral dissertation, The Chicago School of Professional Psychology]. ProQuest Dissertations and Theses Global.

Abstract:

“There is little research on the historical significance of how and why Black visual artists made the choice to eradicate racism and dismantle inequitable, dehumanizing, and racialized education policies and practices. The methodology of this qualitative study was anchored in the constructivist learning theory; reality pedagogy; and technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), also known as the TPACK framework, because these frameworks are compatibly woven together. I employed a phenomenological approach and conducted semistructured interviews with 10 Black female and male participants between the ages of 24 and 85. The results of this study could contribute to a deeper understanding of how racism impacts the lived experiences and artistic expression of Black visual artists. The results could also help administrators at school and district levels purposely and intentionally reimagine curriculum development, programs, and activities less ingrained in inequity and white supremacy and more firmly centered on the strengths, culture, ethnicity, race, and community of Black learners to improve achievement outcomes, which could positively impact future generations.”