ABLE Assembly: Arts Better the Lives of Everyone 2021 | Theme: Intersectionality, Disability, and Arts Education ABLE Assembly: Arts Better the Lives of Everyone 2021 | Theme: Intersectionality, Disability, and Arts Education

Pre-recorded 20-minute Session: Coping with Hidden Identity: Creating Art to Address Workplace Isolation

- EDT
YouTube 15

Audrey Reeves
Utah Valley University, Program Coordinator in the Art & Design Department

Dr. Reeves, who joined UVU in 2019, is the program coordinator for the Art Education degree in the Art & Design Department.  She earned a PhD in Arts Administration, Education, and Policy from The Ohio State University with an emphasis in Art Education, a Masters of Arts in Art Education from Arizona State University, and a Bachelor of Science in Art specializing in Art Education from Miami University.  She currently teaches the classes Art 2100 Teaching Art for Children, Art 3500 Secondary Art Education Methods I, and Art 3510 Secondary Art Education Methods II.  Her research interests include teacher mentoring, teacher self-care, teacher compassion fatigue/burnout, critical multicultural art education, humanizing and trauma-informed pedagogies, arts-based research, post-structuralist theory, and gifted art students.  Prior to coming to UVU, Dr. Reeves taught a wide range of students, including preschool through 12th grade students in public and charter schools, undergraduate students, and senior citizens, in various locations including Ohio, Arizona, and Belize.  In addition to her scholarship and teaching, she is a practicing artist, primarily creating abstract oil paintings.                                                                                


Teachers are expected to fit dominant narratives of the workplace, typically characterized as white, male, middle class, able, heterosexual, and Christian. Teachers who don’t share these values tend to remain closeted, left to resolve inner conflict on their own, in favor of peaceful communities. This comes at a tremendous personal cost, negatively impacting teacher engagement and well-being. Presenters will discuss personal narratives of isolation and conflict in the workplace due to non-privileged identity statuses such as being neurodiverse, female, and having different religious beliefs that the norm. The demonstrated artmaking exercise and micro-resistances can help teachers process, clarify, and understand the intersectionality of their identity in relationship to environments in which they work, empowering teachers to cope with conflicting feelings which arise in everyday encounters. Through experimental writing and journaling, participants will learn skills to address this internal conflict, enabling them to coexist within their work environments.

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