Betye Saar
From Provisions
About the Artist
All images courtesy Michael Rosenfeld Gallery
"I am intrigued with combining the remnants of memories, fragments of relics and ordinary objects, with the components of technology. It's a way of delving into the past and reaching into the future simultaneously. The art itself becomes a bridge."
Betye Saar, Artist Statement
"As the day's top news stories suggest, nationality, ethnicity, race and, increasingly, religion continue to serve as pretexts for political and social strife. In a world where riots break out over religious symbols and nations are torn apart over ethnic differences, fixed definitions of identity emerge as an obstacle, rather than a solution, to meeting the needs of marganalized groups striving for representation, power and influence. As a result, art that reinforces rigid categories is less helpful than art that presents a more fluid and hybrid model of identity."
"The Art of Relationships" Eleanor Heartney, Art in America, October, 2006
More about the Equity Issues in Education
Civil Rights: Brown v. Board of Education I (1954)
Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment -- even though the physical facilities and other "tangible" factors of white and Negro schools may be equal.
Justice Learning - Civic Education in the Real World
While many hail the profound importance of the desegregation ruling in Brown v. Board of Education, others openly question if the reality lives up to the promise. Busing orders have ended, integration plans put aside and most schools across the nation remain largely segregated by race. In an ironic shift, some racial justice activists are now advocating for the development of specially designated schools for African American boys and African American girls. What are the costs of continued segregation and where do we take the legacy left to us by the justices a half a century ago?
The Nation - No Issue Left Behind
"Ask any educator about the No Child Left Behind Act and first you'll probably hear, "I agree with what the law is trying to do," because who doesn't want children--all children--to learn more? Then, however, you usually hear a glum "but," followed by a long list of troubles with the law, passed by an enthusiastic, bipartisan Congress in 2001. When the Harvard Civil Rights Project conducted a survey in Virginia and California about the "but" this spring, they found teachers far more likely to say the law is damaging instruction and driving educators out than they are to say it is helping kids."
More images from Betye Saar
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| Cross, 2001 | Youth Will Be Served (Lost Mother Wit), 1999 |
