How to use the checklists

The ARAEA Checklists are a tool with which to open-up conversations and support a questioning of current art educator resources, publications and curriculums. 

The ARAEA checklists are not a ‘to-do list’ and are not linear. What the starting point is for one educator, department, publication or school will be different from another. The checklists are not conclusive. When actively engaged with, the checklists will uncover further questions, questions that explore the intersections of our identities, including race, sexuality, gender, ability/disability, religion – they may also lead to deeper investigations into our own unconscious bias. Wherever they lead, the hope is that they trigger new opportunities for learning, but also critically, unlearning. Their underlying ethos is inspired by the educational theorist Bell Hooks and her articulation of a ‘pedagogy of hope’. The checklists acknowledge that to be actively anti-racist ‘at times we will stumble, but when we do, we will acknowledge our mistakes and we will make repair’ (2003).

Just as art craft and design education evolves, as the NSEAD evolves, as we as practitioners evolve, so too will the check lists. They are not conclusive. They will also be under constant review by NSEAD and you will see this on the resource with the version number highlighted in the box at the top of the sheet.


How are the ARAEA Group are diversifying their curriculums and resources

This downloadable two-page resource explains why the ARAEA Checklists are needed and how they can be used – the resource is written by Marlene Wylie, Sophie Leach and Clare Stanhope. 

This presentation Anti-Racist Art Education Checklist, an introduction examines why the ARAEA Group was set up, their call to action and how to use the checklists

In AD magazine Decolonising and diversifying the art curriculum Dianne Minnicucci, subject leader for photography and a teacher of art at Thomas Tallis School, and ARAEA member, examines how teachers of art, design, craft and photography can diversify and decolonise their curriculums (Issue 30, p. 07-09).

In this AD article Art, critical consciousness and anti-racist agency Jo Barber, assistant head of school at Aspire Alternative Provision in Buckinghamshire, and ARAEA member, explains how art can give us agency in creative anti-racist praxis (issue 31, p.06-09).

In this film Cultural Capital and Art, Craft and Design Education, Clare Stanhope, ARAEA member and checklist editor, head of art and researcher, describes the vital contribution art, craft and design and cultural capital make to our lives. But, in our curriculums, Clare asks whose culture is privileged, who is missing and who has been erased.