Stephanie Danker

Education
Ph.D. Art Education, University of Illinois at Urbana-Champaign
M.A.E. Art Education, Virginia Commonwealth University
B.A. Studio Art with licensure, James Madison University

Stephanie Harvey Danker, Ph.D. is passionate about preparing future art educators to contribute in meaningful ways towards growth in their students and communities. She is committed to creating integrated learning experiences with students and colleagues, and dedicated to expanding awareness, critical thinking and empathy through art experiences.

Danker earned her doctorate in art education through University of Illinois at Urbana-Champaign (UIUC). She holds a master's degree in art education from Virginia Commonwealth University. A native of Virginia, she taught art in Fairfax County Public Schools (VA) for six years. Before coming to Miami University, she taught art education courses at Coastal Carolina University, UIUC, Wichita State University (WSU) and James Madison University (JMU). In addition to teaching, she has served as an education consultant for the Ulrich Museum of Art (on WSU’s campus) and Sawhill Gallery (on JMU’s campus).

Research interests include: art integration; social justice; teacher professional development in art museums; reflective practice; visual culture; collaborations between university studio and art education faculty; contemporary art and art education pedagogy.

Research interests specific to Miami University’s context: Freedom Summer Project of 1964, Myaamia culture and imagery.

Selected Publications

Danker, S., Armstrong, A., Johnson, J., & Claros, E. (accepted for publication). Citizenship, Social Justice, and Arts-based Dialogue through the Mississippi Freedom Summer Project of 1964. In M. Bae-Dimitriadis & O. Ivashkevich (Eds.), Engaging Youth Civic Participation: Critical Approaches to Teaching Digital Media in Art Classrooms and Communities. Alexandria, VA: National Art Education Association.

Danker, S. (November, 2018). Art Activism through a Critical Approach to Place: Charity White's Prescriptive Space. Art Education, 71(6).

Danker, S. (2018). Practitioner reflections of professional growth: University contemporary art museum as catalyst. In B. S. Carpenter & D. C. Kletchka (Eds.), Professional Development in Art Museums: Strategies of Engagement through Contemporary Art. Reston, VA: National Art Education Association.

Baer, S., & Danker, S. (2017). Digital process and product: Engaging the next generation of art education researchers. International Journal of Education & the Arts. 18(31). Retrieved from http://www.ijea.org/v18n31/.

Danker, S. H., & Presley, Z. (2017). The Atomic Indian Corporation: "We love selling Indian-ness!" In K. Staikidis & C. Ballengee-Morris (Eds.), Transforming Our Practices: Indigenous Art and Pedagogies. Reston, VA: National Art Education Association.

Danker, S., & Baer, S. (2017). Significant Spaces of Freedom Summer: Recognizing the Power of Community Art as the Inbetween. In L. N. Hersey & B. Bobick (Eds.), Handbook of Research on the Facilitation of Civic Engagement through Community Art. Hershey, PA: IGI Global.

Danker, S. H. (2014). Brand: Identity, image, and relationships. Art Education, 67(1), 41-51.

Danker, S. H. (2012). Connecting university art galleries, art education certification programs, and local teachers. In S. Jandl & M. Gold (Eds.), A Handbook for Academic Museums: Vol. 1. Exhibitions and Education. Boston, MA: MuseumsEtc.

Two-page Resume