Andrea E. Allen
To cite this article: Andrea E. Allen (2025) Chicana Feminist Epistemology and Pláticas in
Understanding Latina Art Teachers’ Experiences of Racism and Oppression, Studies in Art
Education, 66:2, 214-229, DOI: 10.1080/00393541.2025.2468626

Abstract

In this article, I outline the conceptual framework, methodologies, and findings of a qualitative study I designed to gain a better understanding of how K–12 Latina art teachers experience and navigate issues of racism and oppression in art classrooms. This study is a response to the efforts made by women art educators and scholars of color to challenge the exclusionary practices of knowledge production in art education. Building on this foundation, this study employed concepts and methods that have not yet been explored in the field of art education, such as Chicana feminist epistemology and pláticas. These approaches were used to confront injustices within art education and to acknowledge Latinas as valuable contributors to knowledge production in this field.

DISCLOSURE STATEMENT

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

LINK TO ARTICLE

https://drive.google.com/file/d/1LUBLNUdjjVgZlFPAKswOGGd4pvrbEEiP/view