Dr. Gloria J. Wilson

Assistant Professor

Dr. Gloria J. Wilson
615-904-8085
Room 211, Andrew L. Todd Hall (TODD)
MTSU Box 25, Murfreesboro, TN 37132
Office Hours

Fall Semester 2017

T/R 7:00-8:00 AM + 2:25-3:25

Also by appointment (gloria.wilson@mtsu.edu)

Degree Information

  • Ph.D., University of Georgia, Athens (2014)
  • M.Ed., University of South Alabama (2001)
  • B.S., University of South Alabama (1995)

Areas of Expertise

arts-integration, contemporary aesthetics, critical theory, qualitative research methods (arts-based, autoethnography, case study, narrative inquiry, portraiture)

Biography

Gloria Wilson, Assistant Professor of Art Education, has been the recipient of a Fulbright scholarship to study art, education and culture in Tokyo and Ogi Saga, Japan. She has presented her research nationally and internationally highlighting the intersections of racial identity and arts participation. Additionally she has presented workshops exploring creative thinking dispositions for Harvard Grad...

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Gloria Wilson, Assistant Professor of Art Education, has been the recipient of a Fulbright scholarship to study art, education and culture in Tokyo and Ogi Saga, Japan. She has presented her research nationally and internationally highlighting the intersections of racial identity and arts participation. Additionally she has presented workshops exploring creative thinking dispositions for Harvard Graduate School of Education’s Project Zero and was an invited artist/speaker for Spelman College’s Museum of Art BLACK BOX series. 

She surrently serves on the editorial review boards for Art Education and The Journal of Social Theory in Art Education, and is currently the Pre-service representative of NAEA's PLR. Dr. Wilson remains committed to providing support for K-12 students and the community. Her outreach has positioned her in leadership roles such as Art Program Director for the Athens/Clarke County Migrant Education Program and maintains an active research record, inspired by and committed to addressing the social and political roles of aesthetics, culture and education, in order to affect social transformation.

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Publications

Hofsess, B., Shields, S.S., & Wilson, G. (in press). Tumbling Lessons: Using Tumblr Iconography to Strengthen Multimodal Teaching and Learning in Preservice Art Education. The Art Education Journal.

Wilson, G. J. (in press). Navigating “Crooked Rooms”: Intersections of Race and Arts Participation, In Eds. A. Krahe, B.S. Carpenter and R. Gatztambide, The Handbook on Race and the Arts in Education, Palgrave McMillian.

Wilson, G. J. (2017) Fictive Kinship...

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Hofsess, B., Shields, S.S., & Wilson, G. (in press). Tumbling Lessons: Using Tumblr Iconography to Strengthen Multimodal Teaching and Learning in Preservice Art Education. The Art Education Journal.

Wilson, G. J. (in press). Navigating “Crooked Rooms”: Intersections of Race and Arts Participation, In Eds. A. Krahe, B.S. Carpenter and R. Gatztambide, The Handbook on Race and the Arts in Education, Palgrave McMillian.

Wilson, G. J. (2017) Fictive Kinship in the Aspirations, Agency and (Im)Possible Selves of the Black American Art Teacher. Journal of Social Theory in Art Education, 37(1), 49-60.  

Wilson, G. J., Shields, S. S., Guyotte, K., Hofsess, B. (2016). Desirable Difficulties: Toward a Critical Arts-Based Research Practice. Journal of Social Theory in Art Education, 36(1), 115- 125.  

Wilson, G. J. (2014). Qualitative Inquiry in Art Education: Portraiture and Life History Case Study as Methodology, 175-182. Conference proceeding, Korean Society for Education Through Arts conference.

Wilson, G. J. (2013). Life History Interviewing: Three African American Art Teachers’ Lived Experiences Reconciling Multiple Identities. SAGE Research Methods Cases.

 

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Presentations

2017

International

#TheBlackademicProject: Presentation proposal submitted for the Black Portraitures Conference (Cuba)

#Blackademic: The Doctoral Robe: Sartorialism as Critical Autoethnographic Work- research paper presented at the Thirteenth International Congress of Qualitative Inquiry annual conference, Champaign- Urbana, IL.  

Critical Conversations:...

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2017

International

#TheBlackademicProject: Presentation proposal submitted for the Black Portraitures Conference (Cuba)

#Blackademic: The Doctoral Robe: Sartorialism as Critical Autoethnographic Work- research paper presented at the Thirteenth International Congress of Qualitative Inquiry annual conference, Champaign- Urbana, IL.  

Critical Conversations: Engaging Duoethnography to Create Polyvocal Texts about Race- paper presented along with Dr. Sara Scott Shields (Florida State University) at the Thirteenth International Congress of Qualitative Inquiry annual conference, Champaign- Urbana, IL.

Been, Being and Becoming: Visual Culture Stereotypes and (Re)Mediated Bodies- paper presentation for the Hawaii University International Conferences on Arts, Humanities, Social Sciences and Education, Honolulu, HI.

2016

Invited Keynote speaker for Helwan University’s International Home Economics Conference. “Home Economics Role in Citizenship and Community Development,” Cairo, Egypt  

Bodies on the Move: Adventuring through Arts-Based Collective Autoethnography- paper presented along with Drs. Brooke Hofsess, Kelly Guyotte and Sara Scott Shields at the Twelfth International Congress of Qualitative Inquiry annual conference, Champaign-Urbana, IL.  

32 Shades of "WE": Slam Poetry as Duoethnography Performance- paper presented along with Dr. Sara Scott Shields (Florida State University) at the Twelfth International Congress of Qualitative Inquiry annual conference, Champaign-Urbana, IL.

2015

The Uncharted Years: Moving through First Years Academic Spaces- paper presented at the International Congress of Qualitative Inquiry annual conference, Champaign, IL.  

Rendering Lives in Context: Using Portraiture as Methodology for Critical Life History Work- paper presented at the International Congress of Qualitative Inquiry annual conference, Champaign, IL.  

Navigating "Crooked Rooms": Case Studies of Three African American Art Teachers Reconciling Multiple Identities- paper to be presented at the Arts and Society annual conference, London, UK.

2014

Qualitative Inquiry in Art Education: Portraiture and Life History Case Study as Methodology- paper presented at the International Society for Education Through Art annual conference; Seoul, Korea.

National 

2017

#Blackademic: The Doctoral Robe as Provocation for Critical Autoethnographic Work- paper to be presented at the Curricum and Pedagogy Conference, New Orleans, LA  

Beyond the Visual: Using Tumblr Iconography to Strengthen Multimodal Teaching and Learning. Presentation for the National Art Education Association Spring Conference, New York, NY.  

SRAE President's Salon: Thinking with Theory in Art Education Research. Invited panelist to present at the Seminar for Research in Art Education. National Art Education Association Spring Conference, New York, NY.

2016

Promoting Heteroglossia: The Goodness that Comes from the Tensions of Prolonged Intimate Dialogues.  Paper presentation for the Art Education Research Institute (AERI) Annual Symposium, Northern Illinois University, DeKalb, IL  

Choose Your Own Adventure: Counter Narratives with/in Art Education. Presentation for the National Art Education Association Spring Conference, Chicago, IL.  

PLR Research Roundtable: Invited panel discussant for the National Art Education Association Spring Conference, Chicago, IL

2015

Beyond Colorblind Policy: Designing the Future of Visual Arts Education. Presentation for the National Art Education Association Spring Conference, New Orleans, LA.

Designing a Safe, Confrontational Learning Space to Discuss Difficult Knowledge. Presentation for the National Art Education Association Spring Conference, New Orleans, LA.

2014

Navigating the Crooked Room: Portraits of Three African American K- 12 Art Teachers Reconciling Multiple Identities. Paper to be presented at the American Educational Research Association Annual Conference (AERA), Philadelphia, PA

Social Media and the Urban Art Classroom: Providing A Safe Space for Critical Conversations. Presentation for the National Art Education Association Spring Conference, San Diego, CA.

2013

Four Alternative Theoretical Lenses to Change the Educational Paradigm: Informal Learning, Systems Thinking, Play Theory, and Culturally Responsive Education. Paper presented at the Curriculum and Pedagogy Conference New Orleans, LA.

Mary Zurmuehlen Working Papers in Art Education- Graduate Research Seminar. Presentation of dissertation research at the National Art Education Association Spring Conference, Fort Worth, TX.

2011

21st Century Learner: (Re)envisioning the Lives of Stereo-typed Characters in Art and Film. Presentation at the National Art Education Association Spring Conference, Seattle WA.

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Research/Scholarly Activity

 

2015-present

Slam Poetry as Critical Duoethnography

Dr. Sara Scott Shields (Florida State University) and I have been corresponding through emails, g-chats, and  phone calls and find ourselves returning to the question: How do we speak to a deeper humanity, u...

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2015-present

Slam Poetry as Critical Duoethnography

Dr. Sara Scott Shields (Florida State University) and I have been corresponding through emails, g-chats, and  phone calls and find ourselves returning to the question: How do we speak to a deeper humanity, using race as an opening? Using the methodological lens of duoethnography to work between and through the primary data which is our dialogues, we shift the ethnographic gaze from other to self and begin to explore this question through poetic performance. For us, duoethnographic poetry has emerged as a form of communal art-making and a way to give voice through democratic participation in prolonged interaction.

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Striving for intimate connection, we have committed to tension aimed at understanding and revealing the complexities and connectedness of human experience.  In keeping with a belief of researchers as the site of inquiry we pushed ourselves to consider how we might present the transformative outcome of this project to others.  With recent societal uptake in racially charged conversation, we see poetry as a method for engaging in generative performances focused on creating sites of dialogue with and about the critical issues often avoided or misrepresented in mainstream debate.   In searching for constructive representation, we are guided today by lyrical inquiry (Neilson, 2008), contemporary slam poetry (Eleveld & Smith, 2003; Somers-Willett, 2008), and the history and cadence of call and response religious traditions.

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Antiphony--or “call and response” patterns of speech are historically reflective of Black African (Africentric) and Black American oral and aesthetic tradition; often attributed to a West African tradition (Smitherman, 1985), these speech acts functioned as a means of organized communication among the enslaved and have since expanded to include performative and improvisational expressions that can be thought of as  communal forms of art-making (Sale, 1992). These characteristics of call and response patterns, hold value not only in what is said, but also in the rhythmic nature of how it is said.

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Most notably, this tradition is often recognized in its lyricality and is recognizable in “traditional” Black American religious and spiritual observance and practice (Bryerman 1985; Smitherman, 1985), aural expressions (such as jazz, rhythm and blues and hip hop) and in spoken word poetry (Walker, and Kuykendall, 2005). An additional important characteristic of this tradition is democratic participation between speaker and listener (and in the present case of this performance, between speaker and speaker).

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Creative Activity

Arts-Based Research

#tumblingbodies #academiccartographies 

Spring 2016/17 Exhibit: #tumblingbodies #academiccartographies

WBJ Gallery, Florida State University

TODD Gallery, Middle Tennessee State University

As we encounter various spaces in our lived experiences, we, as academics/visual artists/educat...

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Arts-Based Research

#tumblingbodies #academiccartographies 

Spring 2016/17 Exhibit: #tumblingbodies #academiccartographies

WBJ Gallery, Florida State University

TODD Gallery, Middle Tennessee State University

As we encounter various spaces in our lived experiences, we, as academics/visual artists/educators have begun to consider embodied cartography as an ongoing process of both mapping and sensemaking.  Over the past two years, we have each found ourselves provoked by such embodied considerations as we graduated from the same doctoral program in art education and transitioned into tenure-track positions at different universities. Our physical movements tracked us toward four cities in the southeastern United States, and as researchers/artists/educators the aesthetic embodiment of such movements emerged in our experiences. Through ongoing dialogues, we  awakened to our interconnected epistemological, ontological, and methodological movements as we engaged each other and with our new spaces.

Our research draws upon two distinct, yet complementary qualitative methodological approaches: collaborative (collective) autoethnography and arts-based research. We re-imagine the potential for representation within shared scholarship through an ongoing arts-based autoethnography. Our inquiry engages the question: How do we, a diverse collective of female, tenure-track assistant professors, map our movements individually, collectively and aesthetically through academic spaces?  

By opening cartographic inquiries to also encompass the visual arts, art becomes a living discourse and relational event that brings together maker and observer. Embodied cartography as a theoretical perspective encourages moving through, engaging in, and therefore, entangling aesthetically with our human and nonhuman world. The diversity of factors shaping our lives as women, (spatial/bodily locations across time, for instance) has resulted in different expressions of these common themes. This framework acknowledges representations of corporeality in general, and specifically, race and gender as bodily inscriptions. As such, an understanding of “the body” necessitates that it holds meaning and does not and cannot exist independent of the world. The body is always in the world, of the world, with the world, part ofthe world.  

Our shared experiences as K-12 educators and tenure track faculty members unites us in these research explorations, yet we also acknowledge how our own epistemological and ontological influences generate varied experiences within our collective.  With this awareness of the difference among us, we feel it is important to specify the in, of, with and parts of the world our bodies occupy.  This arts informed and multi-voiced methodological approach to collaborative research brings together multiple researchers through co-constructed yet ambiguous, uncertain, and sometimes contradictory perspectives of cultural experiences. Embracing a critical postmodern sensibility, our approach preserves the individual voice while also exploring how these voices comprise a collective and dialogic process of meaning making through the research process.

Our work is informed by what becomes manifest in and through female bodies as they move through academic spaces. For this exhibition, we turn to arts based modes of representation to help fully realize the creative potential of our narratives.  On the tails of the representative debate, the arts emerge as a viable means of challenging what representation means and how researchers might both live in/with, and make sense of, our inquiries With the fundamental understanding of knowing as an embodied encounter and embracing the visual arts’ ability to seek out qualitative nuances, provide empathy, give new perspectives and tell about our capacity to engage with life.

 

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