The video was too real and triggering for me to watch. It transported me to my first encounter with my art and design journey in the foundation course. I was the only black person on the course. I remember the pernicious silence about my work that dealt with identity at the time. The lack of understanding and inclusion was isolating. I was 17 years old and lacked the articulation or confidence to fend for myself or work. Especially during crit, my ideas and works were out of the conversation because they felt the topics were too sensitive and difficult to discuss. I was consistently made to feel that I should change directions. One tutor said, ‘These ideas won’t get you to art school’. It was the minor microaggression that went on for the duration to the point that I had anxiety every time I had to present my work. This remark never leaves you; the ‘double consciousness’ is always present. Cole, N.L, postulates that ‘it recognizes that racism and racial issues can be found in implicit and explicit forms, as well as in conscious and unconscious messages’ (Curry, 2018). The students in the video have marvellously highlighted that the tutors/teachers were uncomfortable discussing the work or admitting that they were not confident enough to engage in discourse or were choosing to ignore or silence any concerns the students presented. Yet when someone in power (tutors/teachers) shows this avoidance, they send powerful and incorrect messages to their students that may impact their perceptions. These are missed opportunities for educational moments in the classroom when the teachers choose to stay silent and ignore issues of race. In my educational journey, I have witnessed teachers choosing to stay tight-lipped when students bring up topics of racism in conversation; they were told “not nice” or “not to say that, it’s inappropriate” by the teacher instead of educating and making students more aware of what they are doing. The other is they assume it’s an innocent play of words or say nothing. By lack of engagement, the teacher explicitly ignores the student on the receiving end.
As a student and tutor, Art is a vehicle for conversation and expressive outlet when words fail for various reasons. Educators must cultivate/create and encourage a safe space for students to use their voices and presence in social justice issues without fear, intimidation, or the concept of colour-blindness. The arts are maybe the only subject matter that “provides a means of self-expression consistent with the complexity and
integrity of adolescent experiences (Wallace- DiGarbo, 2006). It is a tool for discovering, exploring and interpreting different realities whilst aiding understanding and deconstructing complex issues of race and many others.
References
Sherrid, E. (2016). The Room of Silence. [online] Vimeo. Available at: https://vimeo.com/161259012 [Accessed 30 Jun. 2023].
Cole, N.L. (2018). Definition of systemic racism in sociology: Beyond prejudice and microaggressions. ThoughtCo. Retrieved from https://www.thoughtco.com/systemic- racism-3026565 [Accessed 3 July. 2023]
Wallace-DiGarbo, A. & Hill, D.C. (2006). Art as agency: Exploring empowerment of at-risk youth. Art Therapy: Journal of the American Art Therapy Association, 23(3), 119-125.