- Paperback / softback, 224 pages, 234 mm x 156 mm
- 1 Feb 2019
- Trentham Books
Dr Kate Hatton FRSA is an independent education adviser and researcher in the Arts. Until 2018 she was Head of Inclusive Education Programmes at the University of the Arts, London.
CONTENTS: 1. Moving on: Inclusion and intersectionality in visual arts education, by Kate Hatton; 2. ‘Should I, Shouldn’t I?’ A self-reflexive study in unpacking ideologies of race while devising a critical studies fine art programme, by Ope Lori; 3. The field of art education in the gallery sector: 198 Contemporary Arts and Learning and Autograph ABP, by Michael McMillan; 4. Creative curricula: Developing inclusion projects informed by states of identity and alienation, by Lorrice Douglas; 5. Dyslexia: Naming pedagogic difference in the art school, a cultural studies perspective, by Melanie Davies; 6. Drawing as an inclusive practice, by Chris Koning and Ilga Leimanis; 7. Precariat insurgency: A means to improve structures of inclusivity in higher education, by Jasmine Holland-Gilbert; 8. Accessing postgraduate art and design:Transitions and intersectionality, by Samantha Broadhead; 9. Part of the problem or part of the solution: Reflections on library collections, diversity and intersectionality, by Jess Crilly; 10. Attainment gaps and the higher education vocational and academic divide: The role of cultural studies in relation to ethnic minority and class intersectional factors, by Marco Benoît Carbone; Index.
'This much needed collection of essays is an illuminating read for anyone interested in ensuring an inclusive future for arts education. It shifts our thinking by exploring identity not as a single label - race, gender, disability - but as a complex set of changing multiple identities manifesting in relation to others over time. It expertly helps the reader to understand why excluding institutional practices are unjust and restrictive and proposes a sustainable way forward.'
'With the creation of fragmented and pluralist societies we face numerous challenges to what collective identity might mean. Art offers us many possibilities to unite. This critical book expertly begins but does not try to finish the significant challenge to art educators everywhere.'
'This excellent collection of papers problematizes discourses inherent to belonging, identity and boundary formation in visual arts education. While interrogating positions on race, gender, sexuality and class, it foregrounds categories of exclusion and discrimination often ignored in art and design pedagogies and learning environments. As such, Inclusion and Intersectionality in Visual Arts Education extends our awareness of exclusive practices across a range of structural, social, cultural and political fields. It is a book that should be read by anyone with an interest in fairness and equality of opportunity.'