Teaching illustration students to reject stereotyping and cultural inaccuracy through research-based assignments

Illustrators are frequently asked to depict groups other than those they themselves belong to. When successful, such illustrations can be examples of authentic, nuanced representation, but, without critical thought and research, it is easy to fall into creating reductive repetitions of tropes. How can faculty teach students to view critically and consciously, avoiding pitfalls of subtle stereotype and appropriation? I share assignments I designed that require students to use visual research processes as a tool to combat their own unconscious assumptions about visually underrepresented groups. I also share case studies related to stereotype and appropriation of minorities in illustration. I establish why research is critical to the process of illustrating groups other than those the students’ themselves belong to and why educators should take an active role in teaching students to think critically about representation.