Towards an inclusive arts education / edited by Kate Hatton.
Contributor(s): Hatton, Kate, FRSA [editor]
.
Material type: 
BookPublisher: London : Institute of Education Press, 2015Description: xiv, 172 pages ; 24 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781858566542 (paperback); 1858566541.Subject(s): Arts -- Study and teaching -- Great Britain | Inclusive education -- Great BritainDDC classification: 372.5 Summary: "Inclusion in arts education raises fundamental questions: Who is included and who is excluded? And why does this matter? This book offers a theoretical perspective on these concerns, bringing together a range of themes and ideas that identify the absences in institutional thinking and suggest how we can work towards better theoretical and cultural understanding of inclusion in the field of arts education. 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." -- Back cover.
| Item type | Current library | Call number | Status | Barcode | |
|---|---|---|---|---|---|
| General lending | MTU Crawford College of Art and Design Library Lending | 372.5 (Browse shelf(Opens below)) | Available | 00230723 |
Browsing MTU Crawford College of Art and Design Library shelves, Shelving location: Lending Close shelf browser (Hides shelf browser)
Enhanced descriptions from Syndetics:
Inclusion in arts education raises fundamental questions: Who is included and who is excluded? And why does this matter? This book offers a theoretical perspective on these concerns, bringing together a range of themes and ideas that identify the absences in institutional thinking and suggest how we can work towards better theoretical and cultural understanding of inclusion in the field of arts education.
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.
Includes bibliographical references and index.
"Inclusion in arts education raises fundamental questions: Who is included and who is excluded? And why does this matter? This book offers a theoretical perspective on these concerns, bringing together a range of themes and ideas that identify the absences in institutional thinking and suggest how we can work towards better theoretical and cultural understanding of inclusion in the field of arts education. 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." -- Back cover.
Table of contents provided by Syndetics
- Acknowledgements (p. viii)
- About the contributors (p. ix)
- 1 Towards an inclusive arts education (p. 1)
- 2 Studying art: How institutional change can support contemporary practice (p. 13)
- 3 Thinking through critical disability studies (p. 23)
- 4 Cultural territories of inclusive education (p. 39)
- 5 Critical race theory and its relationship to art education (p. 59)
- 6 Pedagogy of the workshop: An 'expert-intuitive' practice (p. 78)
- 7 Art college and the postcolonial encounter: Student diversity within the 'sociality' of learning (p. 97)
- 8 Identity, research and the arts curriculum: Counterstorytelling as academic practice (p. 119)
- 9 Inclusion in the art and design curriculum: Revisiting Bernstein and 'class' issues (p. 138)
- 10 'Knowing people as individuals': Academic attainment in art and design (p. 153)
- Index (p. 170)