December 1, 2015

Social Justice Art Education Curriculum Team

Linda Stein

Linda Stein–an artist-activist, lecturer, performer, video artist–currently has two traveling exhibitions and events in progress. One is her 7-year solo catalogued exhibition, The Fluidity of Gender: Sculpture by Linda Stein, traveling the country through 2017, accompanied by her feminist lecture: “The Chance to be Brave, The Courage to Dare.” The second traveling event is Holocaust Heroes: Fierce Females: Tapestries and Sculpture by Linda Stein. She is represented by Flomenhaft Gallery in Chelsea, Manhattan and her archives are at Smith College. Stein is Founding President of the non-profit 501(c)(3) corporation, Have Art: Will Travel! Her current art addresses core issues of empowerment, by focusing on the continuum between masculinity and femininity, oppression and bullying. This gender-bending work began a year after running for a full day from the falling Twin Towers in the Ground Zero area.

“My goal as an artist,” Stein says, “is to use my art to transform social consciousness and promote activism for gender justice. With my androgynous forms I invite the viewer to seek  diversity in unpredictable ways, to ‘try on’ new personal avatars and self definitions, knowing that every new experience changes the brain’s structure and inspires each of us toward a more authentic self.”

Karen Keifer-Boyd

Karen Keifer-Boyd, Ph.D., is professor of art education and women’s, gender, and sexuality studies at The Pennsylvania State University. She is past president of the National Art Education Association (NAEA) Women’s Caucus (2012-2014), NAEA Distinguished Fellow Class of 2013, and 2012 Fulbright Distinguished Chair in Gender Studies at Alpen-Adria-Universität Klagenfurt, Austria. She is co-founder and co-editor of Visual Culture & Gender. She has had two Fulbright Awards (2006 in Finland and 2012 in Austria). Her writings on feminist pedagogy, visual culture, inclusion, cyberart activism, transcultural dialogues, action research, social justice arts-based research, and identity are in more than 50 peer-reviewed research publications, and translated into several languages. She co-authored Including Difference: A Communitarian Approach to Art Education in the Least Restrictive Environment (NAEA, 2013); InCITE, InSIGHT, InSITE (NAEA, 2008); Engaging Visual Culture (Davis, 2007); co-edited Real-World Readings in Art Education: Things Your Professors Never Told You (Falmer, 2000). She is coordinator of the Judy Chicago Art Education Collection.

Wanda B. Knight

Wanda B. Knight, Ph.D., is Associate Professor of Art Education and Women’s, Gender, and Sexuality Studies at The Pennsylvania State University. In 2015-2016, she served in the Academic Leadership Program of the Committee on Institutional Cooperation (CIC) and the Penn State Administrative Fellows Program, with the Executive Vice President and Provost as mentor. Knight has served as a public school art teacher, public school principal, and associate curator of an art museum. She is former president of the United States Society for Education through Art, and past chair of the National Art Education Association’s Committee on Multi-Ethnic Concerns. A previous editor of the Journal of Social Theory in Art Education, she has published and presented her research concerning culturally competent teaching and entanglements of difference (race, class, gender) in leading scholarly venues. Knight’s honors include the National Art Education Associations J. Eugene Grigsby Jr. Award for outstanding contribution to the field of art education, thePennsylvania Outstanding Higher Education Art Educator Award, and the Kenneth Marantz Distinguished Alumni Award from The Ohio State University, where she earned her Ph.D.

Adetty Pérez de Miles

Adetty Pérez de Miles earned a dual Ph.D. in Art Education and Women’s Studies at The Pennsylvania State University. She is an Assistant Professor and Graduate Program Coordinator of Visual Studies Education at The University of North Texas (UNT). Her research interests include contemporary art and theory, the intersection of art and technology, socially engaged art practices, visual studies education, and feminist theory. She is the author of numerous peer-reviewed scholarly articles on visual culture, dialogic pedagogy, feminist epistemology, emergent art practices informed by robotics, and Latin American art published in journals such as Studies in Art Education, The International Journal of Education through Art (IJETA), The Journal of Social Theory in Art Education (JSTAE), and Visual Culture and Gender (VCG). She is the author on numerous book chapters including: “Revolution/Institution, Public Art and Answerability,” in the 2011 bilingual (English/Spanish) anthology, The School of Panamerican Unrest edited by P. Helguera and S. Demeuse and “Dislocating ‘Latin American’ art” in The wisdom of many – Key issues in arts education: International Yearbook for Research in Arts Education (in-press) edited by S. Schonmann, E.  Liebau, E.  Wagner and M. Wyman.

Ann Holt

Ann Holt, Ph.D., holds a B.F.A. in painting from the San Francisco Art Institute and an M.A. in art education from Concordia University in Montreal, Canada. She currently serves as a Visiting Professor of Art and Design at Pratt Institute in Brooklyn, NY as well as Adelphi University in Long Island, NY. She completed her doctoral work in art education with a minor in women’s, gender and sexuality studies at Penn State University. Her dissertation titled User Experience with Archives and Feminist Teaching Conversations with the Judy Chicago Art Education Collection explores a feminist transdisciplinary orientation to the Judy Chicago Art Education Collection and broadens understanding about engaging and encountering art education archival records. Holt sees archives as social spaces for experiential pedagogy, feminist scholarship, and activism, and her work with archives seeks to expand on notions of using archival materials as both forms of information and things to experience. She also writes about issues of access to archives and marginalized histories of art education. Holt’s (2012) historical study, “Lowenfeld at Hampton (1939 – 1946): Empowerment, Resistance, Activism, and Pedagogy” is published in Studies in Art Education. She also co-authored “Archiving a Living Curriculum: Judy Chicago, Through the Flower, and The Dinner Party” (2013) as well as presented and published her research on access, communication and pedagogy with art education archives in the Society of American Archives Research Forum (2010).

Cheri Ehrlich

Cheri Ehrlich, Ph.D., is a dynamic and innovative leader in the field of art and museum education, developing several teen programs that have paved the way for expanding conceptions about ways teens interact and learn in museum spaces. Teen programs models that Ehrlich conceptualized and designed have been implemented locally, nationally, and internationally. Programs include multi-activity Teen Night events planned for teens by teens, interpretive Teen Guides written & designed for teens by teens, and programmatic platforms enabling teens to explore feminism, critical topics, diversity, and LGBTQ themes.

Ehrlich completed her doctoral work at Teachers College Columbia University in May 2015. Her research on adolescent responses to feminist artworks in the Elizabeth A. Sackler Center for Feminist Art is published in the peer reviewed art education journal, Visual Arts Research, and her chapter on Adolescents and Feminist Art appears in the book new Multiculturalism in Art Museums Today. Ehrlich has taught museums & galleries including Museum of Arts and Design, Wallach Gallery at Columbia University, and Brooklyn Museum. Ehrlich is also a member of The Dinner PartyCurriculum Team. Over the years, Ehrlich has worked with a wide array of learners of all ages, socio-economic, cultural and ethnic backgrounds, and learning styles.

Prior to working in museums, Ehrlich taught studio art in high schools in Brooklyn, NY and Andover, MA. Additionally, Ehrlich holds a B.F.A. in Painting and a B.A. in Women’s Studies from UMass Amherst, a M.A.T. in Art Education from Tufts University and the School of the Museum of Fine Arts, an Ed.M. from Teachers College Columbia University.

Ehrlich’s teaching expertise and research interests include: art making, art education, aesthetic education, art museum education, artistic development, adolescent development, adolescent and youth culture, critical theory, critical pedagogies, critical multicultural education, culturally relevant praxis, contemporary art, the history of feminist art, and feminism and gender studies.

Yen-Ju Lin

Yen-Ju Lin, Ph.D. is a museum art educator, instructional technologist, researcher, graphic designer, and a feminist. Lin worked at the Department of Education, Exhibition, and Information Services at the National Palace Museum (NPM), 2010-2011. Her work at the NPM involves curating new educational media for translating ancient museum artifacts into meaningful narratives for museum visitors. Her dissertation, Designing with Information and Communications Technologies for Event Potential in an Art Museum Context, is an action research that aims to understand the process of designing event potentials with information and communications technologies (ICTs) in a museum context. Her research interest is centered in instructional design and digital technology in art education.