Art education experiences of Black women undergraduate students in postsecondary art institutions in Nova Scotia and Ontario

Abstract

Existing studies about the experiences of Black women as undergraduate visual art and design students in Canada are limited. To fill the gap, this qualitative research-creation study explores the racial and gendered experiences of past and current Black women undergraduate students in postsecondary art institutions in Nova Scotia and Ontario. The narratives and visual data from four artists were collected using arts-based focus groups and semi-structured interviews. The data was then used to explore how the artists navigate and engage with art education in the institutions studied. Participants used creative processes of visual art and design. They used various art materials and arts-based methods as embodied ways of knowing. Participants were willing to express their perspectives and ideas in a virtual art exhibition. This study centers and validates their experiences related to art education and highlights the wealth (and lack) of Equity, Diversity, and Inclusion (EDI) initiatives of some Canadian art institutions to make schools more relevant and inclusive for all students. Findings from the study draw attention to the progress made by institutions to date and areas in need of improvement. This research has implications for administrators, faculty, and staff in their bid to transform institutions. The study expands the literature on Black student art education and curriculum development in Canada. This research is conducted within the framework of Black Canadian Feminist Theory (BCFT).