Arts-Based Inquiry

Choice in Advocacy Discourse (ChAD)

Choice in Advocacy Discourse (ChAD) is a framework in which each TC is able to explore their own interests in addressing social justice advocacy. As we address lived experiences of race, gender, economic status, sexual orientation, and citizenship to prepare TCs for their future classrooms, it is imperative that students are encouraged to explore these marginalized populations in a manner that makes sense to them and also allows them to feel comfortable exploring other positionalities in the educational system. This framework allows students to explore other lived experiences, but also allows them the choice to determine the medium they utilize. This freedom of choice allows them to become more effective social justice advocates for their future students. The purpose of the ChAD program is three-fold: 1) Create undergraduate research and presentation opportunities in the field of teacher education; 2) Extend knowledge of educational research to undergraduate students, particularly in the field of social justice advocacy; and 3) use classroom and presentation data as research materials for peer-reviewed journals.

Publications:

Baker, J. S., Gebur, D., Sester, J., Smith, J., & Yambrick, W. (2024). Art and crisis: Preservice teachers’ coping amid constantly changing landscapes. Art Education, 77(1), 22-30. https://doi.org/10.1080/00043125.2023.2269366

Baker, J. S. (2022). Coping during multiple crises: Performative spaces in teacher education. In K.F. Lewis, K. Banda, M. Briseno, & E. J. Weber (Eds.). The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises (pp. 43-61). Information Age Publishing.

Baker, J. S., Bjork, F., Bley, E., Eckhoff, E., & Hubing, E. (2019). A/R/T-Candidates explore intersectional identities through art. Multicultural Perspectives. 21(3), 159-166. DOI: https://doi.org/10.1080/15210960.2019.1659143

Presentations:

Baker, J.S., Brown, N., Johnson, E., & Kiley, G. (2025, May). Beyond the Yellow Brick Road: Preservice teachers learning student engagement through arts-based inquiry. Paper presented at the International Congress of Qualitative Inquiry (ICQI) Annual Meeting, Virtual. Accepted.

Baker, J.S. (2021, October). Art and Crises: Preservice teachers' coping amid multiple crisis through art. Paper presented at the Curriculum & Pedagogy Conference, Virtual.

Baker, J.S. (2021, May). Art as social justice: Transcending grade levels and content areas. Paper presented at the International Congress of Qualitative Inquiry (ICQI) Annual Meeting, Virtual.

Baker, J. S. (2020, April). Language of inequity: How teacher candidates utilize social media to acknowledge privilege. Paper presented at the American Educational Research Association (AERA) Annual Meeting, San Francisco, CA. (Conference canceled).

Baker, J. S., Zehner, A., Thomas, H., Bauer, E., & Roth, M. (2019, May). Perceptions of self: Using art for social justice advocacy. Service presentation for the La Crosse Public Education Foundation at Logan Middle School, La Crosse, WI.

Baker, J. S. (2018, October). Reaching students through art: Teaching voice in social justice. Presentation at the Wisconsin Professional Issues Conference Annual Meeting, Green Bay, WI.

Baker, J. S., Aleff, K., Biermann, R., Brefka, A., Firer, J., & Greene, E (2018, April). Interacting with art: How teacher candidates make meaning. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York, NY.

Baker, J. S., Aleff, K., Brefka, A., Firer, J., Hahn, B., & Gronquist, E. (2018, April). Collective community engagement and responsibility for teacher candidates. Presentation at the University of Wisconsin Social Justice Week, La Crosse, WI.

Baker, J. S., Aleff, K., Biermann, R., Brefka, A., & Firer, J. (2018, February). Social justice through arts-based activities. Presentation at the Western Wisconsin Education Conference, La Crosse, WI.

Baker, J. S. (2018, October). A/R/T-C fartsy: Why are you doing all that art? Paper presented at the Curriculum & Pedagogy Conference, New Orleans, LA.

Baker, J. S. (2017, October). Choice in advocacy discourse (ChAD): Teacher candidates get candid about their art. Paper presented at the Curriculum & Pedagogy Conference, New Orleans, LA.

Baker, J. S. (2017, May). Choice in advocacy discourse (ChAD): Teaching undergraduates to advocate through arts-based research. Paper presented at the International Congress of Qualitative Inquiry, Urbana, IL.

Baker, J. S. (2017, April). Choice in advocacy discourse (ChAD): Intersectionality and advocacy. Presentation at the University of Wisconsin-La Crosse Social Justice Week, La Crosse, WI.

Baker, J. S. (2017, February). Choice in advocacy discourse (ChAD): Art project 1. Art instillation at the University of Wisconsin-La Crosse Creative Imperatives Conference, La Crosse, WI.

Works in Progress

Baker, J.S. (n.d.). Bridging the political and personal: Poetic self-reflections of street art. Under review.

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