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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2019
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| Online Access: | https://eric.ed.gov/?id=ED592354 |
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| _version_ | 1867181656533630976 |
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| author | Hatton, Kate, Ed. |
| author_facet | Hatton, Kate, Ed. Hatton, Kate, Ed. |
| collection | Education Resources Information Center |
| contents | Inclusion and Intersectionality in Visual Arts Education Hatton, Kate, Ed. Art Education Visual Arts Identification Inclusion Higher Education Race Ideology Arts Centers Alienation Dyslexia Freehand Drawing Graduate Study Library Materials Minority Groups Ethnic Groups Social Class Achievement Gap Vocational Education Academic Education From within the frame of visual arts education, this collection examines differing and overlapping identities found in higher education. The authors explore expanding relationships of identity-based thinking. They show through their research and work how inclusion debates on race, gender, class and access are extended by adopting intersectional theory. The case studies drawn from visual arts education are applicable to wider education settings and will interest higher education theorists and equality and diversity specialists as well as arts practitioners, gallery educators and the informal arts education sector. This book is partner to "Towards an Inclusive Arts Education" (2015), edited by Kate Hatton. This book contains the following chapters: (1) Moving on: Inclusion and intersectionality in visual arts education (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 (Ope Lori); (3) The field of art education in the gallery sector: 198 Contemporary Arts and Learning and Autograph ABP (Michael McMillan); (4) Creative curricula: Developing inclusion projects informed by states of identity and alienation (Lorrice Douglas); (5) Dyslexia: Naming pedagogic difference in the art school, a cultural studies perspective (Melanie Davies); (6) Drawing as an inclusive practice (Chris Koning and Ilga Leimanis); (7) Precariat insurgency: A means to improve structures of inclusivity in higher education (Jasmine Holland-Gilbert); (8) Accessing postgraduate art and design: Transitions and intersectionality (Samantha Broadhead); (9) Part of the problem or part of the solution: Reflections on library collections, diversity and intersectionality (Jess Crilly); and (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 (Marco Benoît Carbone). Contains an index. [For the partner book, "Towards an Inclusive Arts Education," see ED592369.] |
| format | Recurso educativo Open Access |
| id | eric_ED592354 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | Inclusion and Intersectionality in Visual Arts Education Hatton, Kate, Ed. Art Education Visual Arts Identification Inclusion Higher Education Race Ideology Arts Centers Alienation Dyslexia Freehand Drawing Graduate Study Library Materials Minority Groups Ethnic Groups Social Class Achievement Gap Vocational Education Academic Education Inclusion and Intersectionality in Visual Arts Education Hatton, Kate, Ed. Art Education Visual Arts Identification Inclusion Higher Education Race Ideology Arts Centers Alienation Dyslexia Freehand Drawing Graduate Study Library Materials Minority Groups Ethnic Groups Social Class Achievement Gap Vocational Education Academic Education From within the frame of visual arts education, this collection examines differing and overlapping identities found in higher education. The authors explore expanding relationships of identity-based thinking. They show through their research and work how inclusion debates on race, gender, class and access are extended by adopting intersectional theory. The case studies drawn from visual arts education are applicable to wider education settings and will interest higher education theorists and equality and diversity specialists as well as arts practitioners, gallery educators and the informal arts education sector. This book is partner to "Towards an Inclusive Arts Education" (2015), edited by Kate Hatton. This book contains the following chapters: (1) Moving on: Inclusion and intersectionality in visual arts education (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 (Ope Lori); (3) The field of art education in the gallery sector: 198 Contemporary Arts and Learning and Autograph ABP (Michael McMillan); (4) Creative curricula: Developing inclusion projects informed by states of identity and alienation (Lorrice Douglas); (5) Dyslexia: Naming pedagogic difference in the art school, a cultural studies perspective (Melanie Davies); (6) Drawing as an inclusive practice (Chris Koning and Ilga Leimanis); (7) Precariat insurgency: A means to improve structures of inclusivity in higher education (Jasmine Holland-Gilbert); (8) Accessing postgraduate art and design: Transitions and intersectionality (Samantha Broadhead); (9) Part of the problem or part of the solution: Reflections on library collections, diversity and intersectionality (Jess Crilly); and (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 (Marco Benoît Carbone). Contains an index. [For the partner book, "Towards an Inclusive Arts Education," see ED592369.] |
| title | Inclusion and Intersectionality in Visual Arts Education |
| topic | Art Education Visual Arts Identification Inclusion Higher Education Race Ideology Arts Centers Alienation Dyslexia Freehand Drawing Graduate Study Library Materials Minority Groups Ethnic Groups Social Class Achievement Gap Vocational Education Academic Education |
| url | https://eric.ed.gov/?id=ED592354 |