July 16-18, 2020
Santa Fe Higher Education Center
Santa Fe, New Mexico
Reimagining Inclusive and Cultural Diversity in Art and Visual Culture Education
Request for proposals to be announced November 2019
For information, contact:
- Mara Pierce, PhD at or
- Ryan Shin, PhD at
- Cultural Nation: Honoring All Cultures in the Art Classroom
- Art Education Diversity From Then to Now: Influences of the Past on the Present
- Impacts of New Media on Social and Cultural Learning
- Celebrating Pluralism in a Global Context
Through the 2020 USSEA Regional/InSEA endorsed conference, we encourage educators of art
and visual culture teaching and learning in classrooms, museums and community arts
organizations to explore topics that directly impact cultural and social circumstances across the
globe. Visual educators make space for and employ critical inquiry to assist learners in
understanding their place in the world, cultural circumstances, and aid in finding solutions to
local and global problems through imagistic engagement.
Artists, researchers, and teachers play ever-increasing roles in cultural (re)production (Grenfell,
2014; Jæger & Møllegaard, 2017) and learning (Dewey, 1934). Learning environments take on a
variety of dynamics when cultures vary. Likewise, learners capture different take-aways based
on prior knowledge and the goals or objectives set forth for or with them. However, methods of
reaching all students from a variety of backgrounds in one learning space still remain a moving
target. Additionally, how artists, researchers, and teachers manage past influences on present and
future cultural complexities can be as diverse as the histories themselves.
Given the inclusion of more technologies that easily interrupt socio-cultural developments,
contemporary art, and visual culture education has a bolder, more distinct purpose than ever
before. “The proliferation of digital images reflects the power of the ‘media sphere,’ the
conventions of photographic journalism shape civic knowledge, and visual advertisements instill
anxieties and capture the attention of viewing publics” (Mannay, Fink & Lomax, 2019). New
media technologies have become a daily part of global lives on a variety of levels, but all have
been impactful directly or indirectly. The methods with which artists and educators incorporate
new technologies into learning spaces depend upon multiple variables including, but not limited
to, the cultural or social background of the learners and educators.
Through the 2020 USSEA Regional/InSEA endorsed conference, guests will have opportunities
to explore diversified workshops, presentations, and panels over the span of three days. The
purpose is to provide space for attendees to resolutely investigate the relationships between
culturally diverse inclusive dynamics and the learning spaces we inhabit. Tours to Art Santa Fe
2020 exhibition sites (https://www.artsantafe.com) will complement conference events.
Relevant and related topics for submission under the conference theme – Reimagining Inclusive
and Cultural Diversity in Art and Visual Culture Education – might include, but are not limited
to those that attempt to answer the following questions:
- What are art educators’ responsibilities to the diverse cultural backgrounds that exist
in the classroom?
- How might diverse histories – or lack thereof – encompassed within the Art and
Visual Culture Education field impact present(s) and future(s) of teaching curricula?
- What are the impacts of new media growth on diverse populations, societies, and
- How are global cultures reflected in art classrooms?
- What are some best practices for reflection of global cultural contextuality?
- What does pluralism mean in rural art classrooms?
Dewey, J. (1934). Art as experience. New York, NY: TarcherPerigee.
Grenfell, M. (Ed.). (2014). Pierre Bourdieu: Key concepts. London, England: Routledge.
Mannay, D., Fink, J. & Lomax, H. (2019). Visual ethnography. SAGE Research Methods
Foundations. Thousand Oaks, CA: SAGE.
Jæger, M.M. & Møllegaard, S. (2017). Cultural capital, teacher bias, and educational success:
New evidence from monozygotic twins. Social Science Research, 65, 130-144.