My second year at the University of Cincinnati has been again, very busy – I’m sure it is now the new pace of life. I kept up with a packed schedule for two semesters, and am currently participating in UHP Discover, on an Arts-Based Research project. The fun never stops!

 

If I had to pick a theme to encapsulate this year, social justice within the educational institution comes to mind, as well as working with and around the idea of intersectionality. Working towards social justice has manifested itself in many forms, and the issues encountered are not always presented neatly and directly. I’ve found that there is nuance in every situation, every failing, and every success.

 

In this past year, I’ve had some rough social encounters with peers of mine, and as a result, have found myself taking on an educator role towards fellow students in the classroom space. At first, I felt great – my firm belief is that knowledge should be shared, and if you are able to teach, you should. I felt responsible for a lack of empathy and understanding on the part of others. I felt like educating others was a responsibility of mine. However, upon reflection, I found a few missing considerations in this model of thought: it does not place the blame of ignorance on the ignorant party, and it delegates undue responsibility towards others to become teachers and experts. This responsibility is heavy, toxic, and draining.

 

In the context of having conversations on race and culture in the classroom – especially a critique space as they exist in art education – there is a fundamental lack of understanding and communication taking place on sensitive issues such as race, gender, sexuality, culture, religion, and other marginalization. This lack of understanding and communication happens between peers, faculty, and all the operating parties of an educational institution; I found that this documentary, the Room of Silence, describes the situation much better than I ever could. (I was told about this documentary at the Society for Photographic Education conference, which I was able to attend this past March). What I’ve realized is that this lack of conversation and understanding taking place directly affects my experience in the institution, and the quality of education I receive.

 

This is a complex social issue! That is why I bring up the topic of intersectionality in addition to social justice in within the educational institution. Intersectionality has not only become a grounding concept of my current artistic practice, but it has also been a way to frame and discuss what happens within the educational institution and how to address it. If I could summarize how I see intersectionality, it is simply how different social structures intersect, overlap, and blend together to form a person’s experience. Whether it be race, gender, sexuality, culture or religion, I think not a single lived experience only operates within one social structure. Therefore, we must consider all experiences, including how we strive for social justice, with an intersectional framework and holistic outlook.

 

If I reflect on all my years of education, holistic thinking has been a core component of how I was taught, and how I think about things today. It is what has enabled me to understand intersectional identities and then be able to problem-solve using the frames of intersectional thinking. My studies in visual and critical theory (photography, anthropology, ethno-musicology) have also helped in these ways – they are what I am most proud of in my University education thus far.

 

I pledged in my last year-in-review that I would “use my skills in art, music, and teaching to better the life and learning of communities around me,” and I continue with that commitment and overarching goal. However, a year out, having learned many a thing about wearing myself out in the name of “educational responsibility,” I think a few clarifications need to be made. My next steps will be to commit to an inclusive and socially just future at DAAP and UC, the educational institution that I am a part of. So far, this has meant having conversations with professors on diversity and inclusion in the classroom, broadening my study course, and engaging myself with the organizational community of the University.

 

Committing to an additional social-educational responsibility has proved itself to be very demanding, and if you know me, you know I pile a lot of responsibility onto my own plate. However, I believe this is something I need to engage with in a strong and timely manner as it affects my daily experience and quality of education.

 

Tangible accomplishments I’ve made this year include helping establish the Print-Zine Association (PZA club aka “pizza club”) and being a leading figure for the organization, taking us to Cincinnati Art Book Fair and hosting zine nights and community events/workshops around the city. PZA has proven to be a fun and safe space for all participants (you do not have to be an arts student to join!) and I plan to continue my work with the organization as far as I can. I have also continued to involve myself with the UCSO, and MyCincinnati, the latter of which I am still assisting the weekly art class, and usually spend my summers with. This summer, I will be part of an artist collaborative in residency at the Price Hill Creative Community Festival.

 

I’m sure there are other things I have forgotten – but nonetheless, both personally and professionally as an artist I do feel that I have made some growth. I am now pretty set on an artistic path of printmaking, photography, publishing/bookmaking, and all things social practice. I look forward to my future projects and will leave myself with a final parting thought – balance your life and worldview!

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-SCK