Kathy J. Brown

Assistant Professor

Art Education: Visual Art Studies
Contact Information
ART 220D

Dr. Kathy J. Brown completed her Ph.D. in Curriculum and Instruction alongside a graduate certificate in Museum Education, from The University of Houston in 2018. As a Teaching Assistant and Teaching Fellow, she primarily taught art methods courses for pre-service generalists and was selected as a 2016-2017 Future Faculty Fellow (F3). Her instruction informed her auto-ethnographic dissertation, which employed Clandinin & Connelly's (2000) three-dimensional narrative inquiry space of time, socio-personal and place. As a result, critical qualitative research and experiential storytelling frame her current methodological choices. Kathy's research interests include social justice art education, pre-service and in-service art teacher education and experiences, critical thinking and inquiry in the urban art room, K-12 and higher education border crossings, self-studies in teacher education and post+colonial (Paperson, 2010) thought and diversity in the field. Two of her current projects include a collaborative, three-part, rhizomatic self-study exploring the use of the 5E lesson-planning model in art teacher education and an examination of the lived experiences of African-American art teachers in varied cultural and socioeconomic contexts.

Dr. Brown was the Visiting Assistant Professor of Art Education at Texas Woman's University for the 2018-2019 academic year, where she taught undergraduate and graduate level courses. Moreover, as a PK-12 licensed teacher in the state of Michigan, she taught elementary and middle school art for many years before moving to Texas to begin full-time doctoral study. Amongst her many accomplishments as a K-12 teacher, several of her students were recognized in prestigious regional art competitions, she created and implemented school-wide programming such as Young Woman's Empowerment Day, and held a one-year, advisory board seat for the Detroit non-profit The Power of Girlhood.

She has presented at several conferences such as the International Visual Literacy Conference (IVLA) in Montreal, Texas Art Education Association (TAEA), and the National Association of African American Studies (NAAS) on topics such as art dialogue as racialized discourse, Visual Thinking Strategies (VTS) in the PK-16 classroom, and social justice art education. Additionally, for the past two years, she has been a reviewer for IVLA's Book of Selected Readings.