Belonging Pedagogy: Revisiting Identity, Culture, and Difference

Abstract

This study examines belonging pedagogy as an effective, culturally respectful intervention in art education. Art education faculty members at three institutions collaborated and organized virtual workshops to broaden the scope of diversity and promote online community building. Culturally sensitive and inclusive education and pedagogy of belonging are presented as conceptual backgrounds, combined with a constant comparative method through which outcomes of the study are analyzed. By incorporating personal narratives into K–16 educational practices, students can revisit their racial and cultural differences and sense of belonging in the classroom context. They can make real-world connections through art by being vulnerable and open to difficult conversations, sharing individual stories, making art collaboratively, and personalizing the social and cultural contexts of society. This approach can be applied to both teacher education and K–12 classrooms to create a safe space for students to reflect on their identities and cultures and build a sense of belonging.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1 This project took place during the spring semester of 2022 at the previous institution of the second author.

2 All students’ names mentioned in the text are pseudonyms.