- Paperback / softback, 188 pages, 234 mm x 156 mm
- 15 Feb 2015
- Trentham Books
The themes are drawn from recent critical and cultural theory such as critical race theory and critical disability studies, and explore the psychology of creativity and aesthetic and social practices in the arts curriculum. The authors suggest new ways of examining the arts and arts education for the benefit of all students and staff.
The collection offers a new body of inclusive arts education writing that can be used by tutors, students, managers, curriculum leaders and policymakers in education and the arts. It will appeal to a broad audience, from schools to higher education; in particular it is aimed at teacher trainers, postgraduate students and doctoral researchers.
Dr Kate Hatton FRSA is Head of Inclusive Education Programmes at the University of the Arts, London.
CONTENTS: 1. Towards an inclusive arts education, by Kate Hatton; 2. Studying art: How institutional change can support contemporary practice, by Kerry Freedman; 3. Thinking through critical disability studies, by Daniel Goodley; 4. Cultural territories of inclusive education, by Anna Hickey-Moody; 5. Critical race theory and its relationship to art education, by Sylvia Theuri; 6. Pedagogy of the workshop: An ‘expert-intuitive’ practice, by Michael McMillan; 7. Art college and the postcolonial encounter: Student diversity within the 'sociality' of learning, by Bernice Donszelmann; 8. Identity, research and the arts curriculum: Counterstorytelling as academic practice, by Caroline Stevenson; 9. Inclusion in the art and design curriculum: Revisiting Bernstein and 'class' issues, by Samantha Broadhead; 10. ‘Knowing people as individuals’: Academic attainment in art and design, by Eldrid Herrington; Index.
'A milestone collection, one which brings much-needed fresh thought and energy to the urgent matter of forging a truly inclusive arts education practice that both democratizes and delivers. It will set the agenda for arts inclusion activity as well as empower the opportunities for change that the contributors shape so effectively.'
'Beginning from the premise that to make art is to be politically engaged, Towards an Inclusive Arts Education uses a multi-disciplinary lens to construct a compelling argument for why the project of making arts and culture more inclusive and diverse must begin at the level of arts education. By challenging its readers to reimagine how and for whom we design arts curricula, and practise arts pedagogy, this collection offers an urgent call to critical theorists, inclusive education scholars, art educators, and policymakers alike to rethink arts education in a way that works with and welcomes in diversity, framing this as an integral part of the project of enacting social justice.'