Makers, Crafters, Educators brings the do-it-yourself (DIY) ethos of maker and crafter movements into educational environments, and examines the politics of cultural change that undergird them. Addressing making and crafting in relation to community and schooling practices, culture, and place, this edited collection positions making as an agent of change in education. In the volume's five sections-Play and Hacking, Access and Equity, Interdependence and Interdisciplinarity, Cultural and Environmental Sustainability, and Labor and Leisure-authors from around the world present a collage of issues and practices connecting object making, participatory culture, and socio-cultural transformation. Offering gateways into cultural practices from six continents, this volume explores the participatory culture of maker and crafter spaces in education and reveals how community sites hold the promise of such socio-cultural transformation.

Makers, Crafters, Educators brings the do-it-yourself (DIY) ethos of maker and crafter movements into educational environments, and examines the politics of cultural change that undergird them. Addressing making and crafting in relation to community and schooling practices, culture, and place, this edited collection positions making as an agent of change in education. In the volume's five sections-Play and Hacking, Access and Equity, Interdependence and Interdisciplinarity, Cultural and Environmental Sustainability, and Labor and Leisure-authors from around the world present a collage of issues and practices connecting object making, participatory culture, and socio-cultural transformation. Offering gateways into cultural practices from six continents, this volume explores the participatory culture of maker and crafter spaces in education and reveals how community sites hold the promise of such socio-cultural transformation.

These stories from art educators highlight how art and visual culture can bridge learning with lived experience. Written by and for art educators from all backgrounds and contexts, this volume offers guidance for expanding students' opportunities to critically examine current events, histories, and cultural assumptions in ways that are relevant and inclusive of all identities. Readers will learn how to use contemporary art and dialogue as tools to acknowledge and value the unique perspectives of each person. Authors from diverse settings offer topics, insights, resources, and research for centering voices and critical conversations in K–12, higher education, museums, and nontraditional classrooms. The book addresses such questions as: How can a teacher reflect on their own assumptions and biases before crafting lessons and discussion prompts? In what ways can contemporary art encourage dialogue in art learning spaces? What happens when current national issues intersect with the personal lives of students? How can teachers democratize the classroom so all students are represented? How can teachers demonstrate ways to critically examine information? Book Features: Offers insights from art educators in public, independent, museum, and community settings. Addresses the role of art teachers in responding to the current highly politicized educational climate. Critically examines concepts of practice, power, and vulnerability in teaching. Discusses issues of race, LGBTQ+ rights, family structures, current events, democratic values, and social change as they concern students. Provides examples of dialogue in various art learning spaces and contexts. Contributors include JaeHan Bae, Kathy J. Brown, Lauren Cross, William Estrada, Pamela Harris Lawton, Amy Pfeiler-Wunder, Natasha S. Reid, Kryssi Staikidis, and Injeong Yoon-Ramirez.

These stories from art educators highlight how art and visual culture can bridge learning with lived experience. Written by and for art educators from all backgrounds and contexts, this volume offers guidance for expanding students' opportunities to critically examine current events, histories, and cultural assumptions in ways that are relevant and inclusive of all identities. Readers will learn how to use contemporary art and dialogue as tools to acknowledge and value the unique perspectives of each person. Authors from diverse settings offer topics, insights, resources, and research for centering voices and critical conversations in K–12, higher education, museums, and nontraditional classrooms. The book addresses such questions as: How can a teacher reflect on their own assumptions and biases before crafting lessons and discussion prompts? In what ways can contemporary art encourage dialogue in art learning spaces? What happens when current national issues intersect with the personal lives of students? How can teachers democratize the classroom so all students are represented? How can teachers demonstrate ways to critically examine information? Book Features: Offers insights from art educators in public, independent, museum, and community settings. Addresses the role of art teachers in responding to the current highly politicized educational climate. Critically examines concepts of practice, power, and vulnerability in teaching. Discusses issues of race, LGBTQ+ rights, family structures, current events, democratic values, and social change as they concern students. Provides examples of dialogue in various art learning spaces and contexts. Contributors include JaeHan Bae, Kathy J. Brown, Lauren Cross, William Estrada, Pamela Harris Lawton, Amy Pfeiler-Wunder, Natasha S. Reid, Kryssi Staikidis, and Injeong Yoon-Ramirez.