The above mentioned racialized images and thoughts continue today, which produced racial contracts placed from White supremacists adopted in the educational system. Women art educators are seeking ways to engage dialogues on stereotypes and feminist perspectives to incorporate race and gender issues (Knight, 2006; Kraehe, 2015; Whitehead, 2008). These racial contracts are a political strategy for creating controlling categories for non-whites, which set limits on who has the right to be viewed human, who has privilege, and who has the right to rule over themselves (Bailey, 2007; Mills, 1997) “The color-coded morality of the Racial Contract restricts the possession for this natural freedom and equality to white men…By virtue of their complete nonrecognition…They are designated as born unfree and unequal” (Mills, 1997, p.16, italics
The above mentioned racialized images and thoughts continue today, which produced racial contracts placed from White supremacists adopted in the educational system. Women art educators are seeking ways to engage dialogues on stereotypes and feminist perspectives to incorporate race and gender issues (Knight, 2006; Kraehe, 2015; Whitehead, 2008). These racial contracts are a political strategy for creating controlling categories for non-whites, which set limits on who has the right to be viewed human, who has privilege, and who has the right to rule over themselves (Bailey, 2007; Mills, 1997) “The color-coded morality of the Racial Contract restricts the possession for this natural freedom and equality to white men…By virtue of their complete nonrecognition…They are designated as born unfree and unequal” (Mills, 1997, p.16, italics