Un-disciplined Racial Subjects in the Arts in Education: Cultural Institutions, Personal Experiences, and Reflexive Interventions

  • Christy Guthrie
  • Amelia M. Kraehe


This final section of the Handbook focuses on stories that, we suggest, reflect a sense of being “un-disciplined” in the arts: questioning or rejecting subjectivities that are formed through majoritarian arts discourses. This group of chapters highlights the role of experiential narratives in critical race theory, with many of the authors positioning themselves as producers of counterstories and critical accounts against White supremacy. In some cases, authors unpack how they themselves are constituted as particular kinds of racial subjects through the arts; in others, authors analyze how arts institutions and contexts divide normative and non-normative subjecthood along the color line. By revealing the impacts of institutionalized values and practices, these chapters help us to understand how subjectivities are negotiated through the White property of the arts.


Stories Counterstory-telling Critical race theory Institutions Whiteness as property Curriculum Subjectivity 


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Christy Guthrie
    • 1
  • Amelia M. Kraehe
    • 2
  1. 1.Ontario Institute for Studies in EducationUniversity of TorontoTorontoCanada
  2. 2.School of ArtUniversity of ArizonaTucsonUSA

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