Abstract

How do we deal with monuments in art classrooms and community outreach initiatives? The short article profiles educational engagements with a kind of monument seen in the American Southwest, border monuments, and theorizes about the implications of these engagements for art curriculum. Such “curriculum work,” to use Gaztambide-Fernández and Sear’s (2004) phrase, can be a proxy for educational work with other public kinds of problems that are layered with art and social practices. It outlines my dissertation research, a case study involving a visitor study and guest teaching with several elementary and undergraduate classes.

Keywords: monuments, socially engaged art education, curriculum, border

How to Cite:

Tegarden, A., (2021) “Border Monument Engagements as Curriculum Work”, Marilyn Zurmuehlen Working Papers in Art Education 2021(1), 1-7. doi: https://doi.org/10.17077/2326-7070.31072