TY - JOUR

T1 - Through the Lens of Kara Walker’s Artwork

T2 - Exploring Race, Identity, and Intersectionality in Higher Education

AU - Bremer, Veronica

N1 - Publisher Copyright: © 2025 by the author.

PY - 2025/3/4

Y1 - 2025/3/4

N2 - Kara Walker’s art, known for its stark depictions of race, history, and power dynamics, offers an invaluable entry point for discussing race in higher education. Integrating Walker’s work into the humanities classroom allows for critical engagement with historical and contemporary issues of race, ethnicity, and systemic oppression. Through her use of silhouettes and narratives that expose the brutal legacies of slavery, racism, and colonialism, Walker’s art challenges students to confront uncomfortable truths and foster deeper conversations about intersectionality. Discussing Walker’s art can lead to explorations of how race intersects with class, gender, sexuality, and disability, revealing the layered and compounded experiences of marginalized groups. Through the flipped classroom approach, students were introduced to Kara Walker’s work outside of class through assigned readings and materials. During class time, discussions were facilitated by students themselves, enhancing peer-to-peer learning. The session was led by a pupil responsible for elaborating on Walker’s work and guiding the discussion. In-class time was dedicated to small-group discussions where students critically engaged with the themes in Walker’s art. These groups provided space for more intimate, reflective conversations. After small-group discussions, insights were shared in a larger panel discussion format. This allowed students to synthesize ideas, compare perspectives, and engage with a wider range of interpretations of Walker’s art. By engaging with Walker’s work, students develop a more nuanced understanding of oppression and social justice, making her art a powerful tool for transformative education.

AB - Kara Walker’s art, known for its stark depictions of race, history, and power dynamics, offers an invaluable entry point for discussing race in higher education. Integrating Walker’s work into the humanities classroom allows for critical engagement with historical and contemporary issues of race, ethnicity, and systemic oppression. Through her use of silhouettes and narratives that expose the brutal legacies of slavery, racism, and colonialism, Walker’s art challenges students to confront uncomfortable truths and foster deeper conversations about intersectionality. Discussing Walker’s art can lead to explorations of how race intersects with class, gender, sexuality, and disability, revealing the layered and compounded experiences of marginalized groups. Through the flipped classroom approach, students were introduced to Kara Walker’s work outside of class through assigned readings and materials. During class time, discussions were facilitated by students themselves, enhancing peer-to-peer learning. The session was led by a pupil responsible for elaborating on Walker’s work and guiding the discussion. In-class time was dedicated to small-group discussions where students critically engaged with the themes in Walker’s art. These groups provided space for more intimate, reflective conversations. After small-group discussions, insights were shared in a larger panel discussion format. This allowed students to synthesize ideas, compare perspectives, and engage with a wider range of interpretations of Walker’s art. By engaging with Walker’s work, students develop a more nuanced understanding of oppression and social justice, making her art a powerful tool for transformative education.

KW - art

KW - collaborative learning

KW - higher education

KW - intersectionality

KW - Kara Walker

KW - race

KW - Didactics of art education

UR - http://www.scopus.com/inward/record.url?scp=105001239125&partnerID=8YFLogxK

U2 - 10.3390/genealogy9010024

DO - 10.3390/genealogy9010024

M3 - Journal articles

AN - SCOPUS:105001239125

VL - 9

JO - Genealogy

JF - Genealogy

SN - 2313-5778

IS - 1

M1 - 24

ER -