Chapter 3: Art Education and the Problem-Posing Methodology: A Critical Approach to Learning From and Working With Students and Their Communities

During my first year teaching, a student came to me and handed me an invitation to her quinceañera. I was extremely flattered, but also conflicted at the thought of going to a social gathering where other students would be present. But then I recalled the time that one of my teachers brought his family to our senior class fundraiser. When we saw him outside of his teaching element and met his family, the barrier between him and us became more transparent, both inside and outside of the school setting. So I went to my student’s quinceañera, where I danced in an enthusiastic crowd of students and I conversed with various parents about their childrens’ performance in class. The following week, I saw students become more receptive of me on campus and become much more active as participants in class. From that experience, I understood that the best engagement you can get from students is by interacting with them outside of the school setting. Since then, I have made my own efforts to develop opportunities in which my students and I collaboratively engage in learning about their communities.