Social justice curricular encounters with Linda Stein’s art are designed to be encounters with specific works or with a series of works. Each encounter begins with processes to look at, discuss, and experience Stein’s tapestries and sculpture. The processes of encountering Stein’s art may involve making art or other sensory processes as a way to engage with Stein’s art in relation to self situated in current social, political, and environmental contexts. The processes of encountering Stein’s art provide experiences that extend from and then return to Stein’s art. The encountering processes focus on upstander identity, leadership, and social justice. The purpose is to facilitate agency, empowerment, empathy, reflection, and upstander intentions.
Curricular encounters with art are processes to examine cultural-historical roots of social and environmental degradation, and to motivate upstander actions in (re)making community. Several encounters investigate visual culture as a means of communicating and perpetuating cultural values. Encounters explore the ways in which visual culture affects perceptions of self and the world, and constructs power and privilege. The encounters are processes to analyze media, advertisements, photographs, alternative media, objects, spaces, places, signs and codes as sources of power, as well as to de/en/re/code dominate cultural narratives.
Underlying all encounters is teaching towards understanding the value of diversity (e.g., culture, ethnicity, religion, race, gender, sexuality, and ability) and understanding that everyone is responsible for the well being of others. The following are ways to encounter Linda Stein’s art as catalysts toward social justice education.