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This edited collection offers global perspectives on the
transverse, boundary-blurring possibilities of community arts
education. Invoking ‘transversality’ as an overarching
theoretical framework and a methodological structure, 55
contributors – community professionals, scholars, artists,
educators and activists from sixteen countries – offer studies
and practical cases exploring the complexities of community arts
education at all levels. Such complexities include challenges
created by globalizing phenomena such as the COVID-19 pandemic;
ongoing efforts to achieve justice for Indigenous peoples;
continuing movement of immigrants and refugees; growing recognition
of issues related to equity, diversity and inclusion in the
workplace; and the increasing impact of grassroot movements and
organizations. Chapters are grouped into four thematic clusters –
Connections, Practices, Spaces and Relations – that map these and
other intersecting assemblages of transversality. Thinking
transversally about community art education not only shifts our
understanding of knowledge from a passive construct to an active
component of social life but redefines art education as a
distinctive practice emerging from the complex relationships that
form community.
This edited collection offers global perspectives on the
transverse, boundary-blurring possibilities of community arts
education. Invoking ‘transversality’ as an overarching
theoretical framework and a methodological structure, 55
contributors – community professionals, scholars, artists,
educators and activists from sixteen countries – offer studies
and practical cases exploring the complexities of community arts
education at all levels. Such complexities include challenges
created by globalizing phenomena such as the COVID-19 pandemic;
ongoing efforts to achieve justice for Indigenous peoples;
continuing movement of immigrants and refugees; growing recognition
of issues related to equity, diversity and inclusion in the
workplace; and the increasing impact of grassroot movements and
organizations. Chapters are grouped into four thematic clusters –
Connections, Practices, Spaces and Relations – that map these and
other intersecting assemblages of transversality. Thinking
transversally about community art education not only shifts our
understanding of knowledge from a passive construct to an active
component of social life but redefines art education as a
distinctive practice emerging from the complex relationships that
form community.
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