In an increasingly globalized world, citizens will need to have multi-cultural, multi-disciplinary, and interdisciplinary understandings in order to solve complex, world-impacting problems. Culturally-focused curricula have long been features of the social sciences and the arts. Because the arts may be understood as expressions of world-views, the arts naturally embrace teaching about global cultures. Images can convey ideas wordlessly across cultural differences and language barriers, and be seamlessly integrated across disciplines and subject areas. For this reason, the 2012 USSEA Regional Conference will focus on how Education through Art helps in Teaching for Global Understanding and Engagement.
Deadline for Proposals:
November 15, 2011 The call for papers has been extended until January 1, 2012
submit electronically to: firstname.lastname@example.org
mail by post to:
School of Education
201 N. Rose Avenue
Bloomington, IN 47405
We welcome proposals that broadly address any of the suggested questions below. Presentations may be
in the form of workshops, demonstrations, panels with or without break-out discussion groups, media-based presentations, and informative papers.
Understanding Students in Global Contexts
1. Who are the culturally visible and invisible 21st century learners, what are
their various learning needs, and how may these be addressed?
2. What skills do students need to acquire in order to be positively contributing
citizens of local/global communities?
Nurturing Teacher and Student Dispositions
1. How can local communities be honored & global perspectives nurtured?
2. How can assumptions and stereotypes about Others be removed & barriers
to communication be removed?
3. How can education through art nurture empathy, & inspire collaboration?
Content, Instructional Strategies, & Assessments
1. What content, media, processes, technologies, products, & instructional
strategies prepare students for art making in global marketplaces?
3. What teaching resources respect cultural accuracy and intellectual property?
4. What art processes, products and/or dispositions might be assessed and by
1. Where do students learn and where may teachers teach? (i. e. local commu-
nities, k-12 public/ private/charter schools, museums, online social-network