The results of this visual exploration expose that in my multicultural classrooms, there were technical limitations regarding the use of drawing and painting as a tool.
In addition to that, the use of drawing was successful for all students because they enjoyed that process. Because of the diversity in grades seventh and tenth, students were more open to engaging in discussions than eighth and ninth graders.
Few students made connections between intersectional discrimination and climate change but the use of murals triggered good responses and student-led questions. This result shows that students need to continue developing critical thinking skills.
Students from seventh and eighth grades were more likely to draw than tenth graders and ninth graders. Because of the diversity of the class, tenth graders and seventh graders shared openly their views on intersectional discrimination.
Those who openly identify as LGBTQIA+ lead some of the discussions and stood up against closed views mostly coming from white and black male students.
While exploring intersectional discrimination, many students had a tendency to use social stereotypes as examples for their ideas for an art project. Finally, collaborative brainstorming and one-on-one talks help them to re-think their own situationally as being discriminated against or examine their own biases.