U.S. Art Teacher Education in the Age of the Anthropocene

Abstract

In the midst of the profound geological and ecological change of the Anthropocene, scholars in the field of art education have proposed modes of art education responsive to ecological concerns. This study examined how art teacher education programs in the United States prepare art teachers to engage with ecological issues and implement ecological pedagogies. It utilized a descriptive survey design that involved large-scale surveys of art teacher education faculty and preservice art teachers. These data provide opportunities to acknowledge the general state of art teacher education while also recognizing what is pedagogically possible. We conclude that while the discipline has demonstrated growth in ecological integration, it could go much further in orienting itself ecologically. We expect this research to contribute to debates on the role of art education in responding to global concerns and the discipline’s ability to evolve in the midst of sweeping change.

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