scholarly publications

NAEA Viewfinder

Shared Authority as Pedagogy and Practice

Jessica Fuentes and Alli Rogers Andreen investigate museum education case studies as examples of shared authority in action and reflect on their application outside of museum programs.

Art Education Journal
May 2022

Redefining “American”: Expanding the Canon by Connecting With Students’ Lives

This resource shares three lessons that demonstrate ways in which art educators can create mirrors for students of color to see themselves in the story of American art and windows for White students to consider experiences other than their own, investigating the work of Louise Nevelson, Justin Favela, and Dawoud Bey.

Creating Meaningful Museum Experiences for K-12 Audiences: How to Connect with Teachers and Students, edited by Tara Young
October 2021

Chpt. 17 - Representation Matters: Diversifying School Tour Curriculum

This chapter details steps taken by the Amon Carter Museum of Art’s teaching team to dramatically shift our school tour curriculum to better serve and reflect our K-12 audiences.

Journal of Museum Education
June 2021

The Need for Educators of Color in K-12 Museum Tours

While student demographics have changed over the last century, the demographics of museum educators, particularly those leading K-12 tours have remained predominately White. Though this is common knowledge across the museum field, little research has gone into quantifying these numbers.

This article investigates museums as spaces for White people, presents classroom research related to the importance of educators of color, and presents findings from a small-scale study which demonstrate the disparity between tour guide and student demographics.

Masters Thesis
August 2013

Learning From Each Other: Narrative Explorations of Art Museum Self-guided Materials

By engaging in collaborative arts-based and arts-informed narrative inquiry with my six-year-old daughter, we explored self-guided materials in art museums in the North Texas area. Though the field of art museum education is increasingly participatory, most academic research related to self-guided materials has fallen short of exploring visitors' experiences with these materials. Additionally, the perspectives of children have been long overlooked in academic and institutional research about family experiences in museums.

Though this research specifically targets self-guided materials in art museums, any educator interested in intergenerational or collaborative family learning may find our methodologies and conclusions helpful in better understanding how narratives are essential to this type of learning.