Christine Ballengee-Morris

Professor, Department of Arts Administration, Education and Policy

Dr. Ballenge Morris is a Professor in the Arts Administration, Education and Policy Department and former American Indian Studies program director for The Ohio State University. She was the founding director of The Multicultural Center at OSU. Dr. Ballengee-Morris' teaching experiences include: fourteen years in the public school system, twenty years as an artist-in-residence in public schools and five countries, higher education since 1992, and international teaching. In 2007, she co-authored a book Interdisciplinary Approaches to Teaching Art in High School (NAEA Publications) and 2013 another book with Kevin Tavin, Stand(ing) Up, for a Change: Voices of Arts Educators. She is a Cherokee-Appalachian and performs flatfoot dance with her musician husband, David Morris, and son, Jack. She has received the 2013 June King McFee Award for her work around diversity, the 2012 National Art Education Fellow Award, the 2008 National Art Education Higher Education Western Division Award, the 2007 Ziegfeld Award for Diversity, the 2006 National Art Education Grigsby Award (research in and commitment to diversity) and the 2000 OSU-Newark research and service award.

This year, 2013-2014, will be very exciting for American Indian Studies at OSU. Our theme is "Making Connections for Collaborations". We are working on focusing our attentions to the Ohio Earthworks and the nomination for several of these sites to be recognized as World Heritage.  Several artists will be coming this year to experience the earthworks and share their experiences with faculty, staff, and students. We have developed an advisory committee that will be working with our theme about making connections so more information will be coming. The advisory committee members are Marti Chaatsmith, Shannon Gonzales-Miller, Daniel Rivers, John Low, Lucy Murphy and Madison Eagle.



  • with Tavin, K.(2012). Standing up. Reston, VA: NAEA.
  • with Taylor, P., Carpenter, S., & Sessions, B. (2006). Interdisciplinary approaches to teaching art in high school.  Reston, VA:  NAEA.
  • with LaPierre Greenleaf, S.,(Eds.). (2002). The evolving theme of teaching multicultural art education.  Denver, CO: USSEA.

[Chapter in Edited Book]

  • with Carpenter, S. (2011) "Invisible identity". In Susanna Goncalves (Ed) Multicultural Education. (In process).
    (2009). "(Re)searching for social justice: Revolution, evolution and solutions." In Susana Goncalves (Ed.) Identity, Diversity and Intercultural Dialogue. Escola Superior de Educacao De Coimbgra: Coimbra, Portugal.
  • with Stuhr, P. & Daniel, V. A. H. (2008). "Social Justice through curriculum: Investigating issues of diversity," In R. Mason & T. Esca’s (Eds) International dialogues in art education. Bristol:  Intellect Books.
  • (2006). "Native American art in Appalachia." In R. Abramson and J. Haskell (Eds.), Encyclopedia of Appalachia (pp.1418-1419). Knoxville, TN: University of Tennessee Press.
  • with Daniel, V. H. & Stuhr, P. L. (2006). "Visual culture: Decolonialism, community, and social justice." In A. M. Barbosa  (Ed.), Arte educacao contemporanea: Consonancias internacionals (pp.264-276). Sao Paulo, Brasil: Cortez Editora.
  • (2003). "Mentoring styles of three Appalachian women." In K. Grauer, R. L. Irwin,  & E. Zimmerman (Eds.), Women art educators V: Conversations across time (pp.128-135). Kingston, Ontario, Canada: CSEA.
  • (2002). "Self, cultural and community identity." In B. Young, & M. Erickson (Eds.), Multicultural artworlds: Enduring, evolving, and overlapping traditions (pp. 61-66). Reston, VA: NAEA.
  • (2000). "Car art.: In K. Congdon, D. Blandy, & P. Bolin (Eds.), Histories of community-based art education (pp. 150-162). Reston, VA: NAEA.
  • (2000). "A sense of place: Allegheny echoes."  In K. Congdon, D. Blandy, &P. Bolin (Eds.), Making invisible histories of art education visible (pp. 176-187). Reston, VA: NAEA.
  • (1998). "A portrait of an educator: Ana Mae Barbosa." In E. Zimmerman, & E. Sacca (Eds.), Women art educators IV (pp. 62-69). Boucherville, Quebec: CSEA.
  • with Striedieck, I. M. (1997). "A postmodern feminist perspective on visual arts in elementary teacher education." In D. R. Walling (Ed.), The role of the arts and humanities in postmodern schooling (pp.193-216). Indiana: Phi Delta Kappa.
  • (1995). "Roots, branches, blossoms: Cultural colonialism." Working Papers. (pp. 55-65). Reston, VA:  NAEA.

[Articles (refereed)]

  • (2011). "Visual Culture and Identity:  Investigating Issues of Diversity," KOSEA, (11-1). pp.105-120.
  • (2010). "They Came, They Claimed, They Named, We Blame." Studies, 51(3), pp.275-287
  • (2009). "A Raining Afternoon: Growing younger and wiser." Visual Culture & Gender, 4, pp.91-104
  • (2008). "Paulo Freire: Retrospect." Journal of Thought.
  • with Sanders, J. H, III (2008). "Troubling the IRB: Institutional review boards impact on art educators conducting social science research involving human subjects." Studies, 49(4), 311-327.
  • (2008). "Indigenous aesthetics: Universal circles related and connected to everything called life." Art Education, 61(2), 30-33.
  • (2007). "Exploring everyday altars." Journal of Cultural Research in Art Education, (3), 49-57.
  • with Stuhr, P. L. & Daniel, V. H. (2006).  "Suggestions for integrating the arts into curriculum." Art Education, 59(1), 6-11.
  • with Taylor, P. G. (2005).  "You can hide but you can’t run:  Interdisciplinary and culturally sensitive approaches to mask making." Art Education, 58(5), 12-18.
  • (2004). "Telling many stories."  The International Journal of Arts Education, 2(2), 98-114.
  • with Keys, K. (2004). "Community based art education." Korea Art Education, 5(1), 133-142.
  • with Taylor, P. G. (2004). "Service-learning a language of WE."  Art Education, 57(5), 6-12.
  • (2003). "Tourist souvenirs."  Visual Arts Research, 28(2), 102-108.
  • with Taylor, P. G. (2003). "Visual culture: Putting the fizz back in Pop Culture." Art Education, 56(2), 20-24.
  • (2002). "Culture for sale: Perspectives on colonialism and self-determination and the relationship to authenticity and tourism."  Studies in Art Education, 43(3), 232-245.
  • The Ohio State University TETAC Mentors*. (2002). "Integrated curriculum: Possibilities for the arts."  Art Education, 55(3), 12-24. (*OSU TETAC Mentors and authors: Walker, S., Stuhr, P.L., Daniel, V. H., Parsons, M., Ballengee-Morris, C., & Short, S.)
  • (2002). "From a town to a community." School Arts, 101(7), 44-46.
  • with Stuhr, P. L. (2001). "Multicultural art education in a changing world." Art Education, 54(4), 6-13.
  • (2000). "To resist is natural." Ohio Art Education Association Journal, 37 (2), 7-17.
  • (1999). "Decolonialization: Art education and one Guarani tribe." Studies in Art Education, 41(2), 100-113.        
  • (1998). "Paulo Freire." The Journal of Social Theory in Art Education. 18 (98), 97-115.
  • (1998). "Cultural ecology: The mountain arts." Art Education, 51(3), 14-19.
  • (1997). "A mountain cultural curriculum: Telling our story." The Journal of Social Theory in Art Education, 17(97), 98 -111.
  • (1997). "Seminal seeds and hybrids: Colonialism and mountain cultural arts in West Virginia." The Journal of Multicultural and Cross-cultural Research in Art Education, 14(96), 66-79.
  • (1996). "Cultural colonialism of the mountain arts in West Virginia and a call for cultural workers to collaborate." Cats Cradle, 1(2), 59-82.
Areas of Expertise
  • Cultural Colonialism
  • Social, Political and Cultural Arts Issues
  • Critical Cultural Pedagogy and Curriculum
  • American Indian Studies
  • American Indian Identities
  • Visual Culture and Indigenous Peoples

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614 292-1230
231G Sullivant Hall