Pedagogical Reckoning: Decolonizing and Degendering the Art Historical Canon in the Classroom and Museum

Academic scholarship is marked by a restless and invigorating urge to rethink and reassess its canonic conclusions. Art history is no stranger to this process, and in this exciting volume, the authors query how a rich new base of information diversifying the discipline can be included in undergraduate courses in a meaningful manner. Many fascinating real-life assignments add liveliness and heft to this anthology. This is a timely and important book.

Mona Hadler

Professor of Art History

Brooklyn College and the Graduate Center, CUNY

Art Department Chair, Brooklyn College

This is an insightful collection that addresses the multifaceted scholarship prevalent in art history research that is often lacking in the classroom. Most academic fields have their canon, but this is particularly true in art history, which has leaned on the Western narrative tradition with great tenacity. Bringing together expanded pedagogical, curatorial, and methodological concerns, this volume will prove a valuable resource for those who want to incorporate the diverse approaches that have been a significant aspect of art history investigation for many years.

Dr. Timothy W. Hiles

Art History, School of Art

University of Tennessee

Where there exists a strong passion for equality and justice as it pertains to race and gender, institutions of learning need a model that reflects an equal dedication to insightful and accurate research, as demonstrated in “Pedagogical Reckoning: Decolonizing and Degendering the Art Historical Canon in the Classroom and Museum.”

Through reading this text, I have gained a better understanding of the hardships of race, gender, and inclusion. I am continually impressed by the depth of theory, thoughtful application, and practical strategies presented in the writings.

“Pedagogical Reckoning: Decolonizing and Degendering the Art Historical Canon in the Classroom and Museum” has contributed not only to the removal of direct and indirect forms of exclusion but has also provided a valuable blueprint for tackling these problems head-on.

I look forward to implementing several of the exercises and activities offered in this comprehensive textbook in my courses, as they promise to be both impactful and transformative.

Randy Williams

Professor Emeritus

Manhattanville University

A must read for all art historians committed to retooling their teaching to seriously decenter whiteness and foster a compassionate, critically informed decolonial approach to art.

Dr. Siona Wilson

College of Staten Island; Graduate Center

The City University of New York