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This book addresses the conceptual lapse in the literature
regarding the relationship between cultural production and
participatory politics by examining their connections in a range of
national and political contexts. Each chapter examines how youth
engage cultural production as part of their political
participation, and how political participation is sometimes central
to, and expressed through, cultural production. The contributing
authors provide examples of the intersections between youth
cultural production and participatory politics and bring together a
range of approaches to the examination of these intersections,
providing illustrations of the complexities involved in these
processes. Each of the chapters takes up different kinds of
practices - from street art to video production, from online
activism to installation work. They also examine a range of
political contexts - from students striking at the University of
Puerto Rico to activism in community arts centres and university
classrooms. The book considers what becomes evident when close
attention is paid to the intersection of cultural production and
participatory politics: what does participatory politics help
people to see about cultural production and how does cultural
production expand how people understand participatory politics?
This book was originally published as a special issue of Curriculum
Inquiry.
Curriculum of Global Migration and Transnationalism seeks to
address the question: "What is the curriculum of
global/transnational migration?". The authors in this collection
explore the multifaceted implications of movement for curriculum,
teaching and learning, teacher education, cultural practice, as
well as educational research and policy. In this book, the authors
consider the following, among other questions: is the current
experience of global/transnational mobility and/or migration really
a new phenomenon, or is it an extension of existing processes and
dynamics (e.g. colonialism, capitalism, imperialism)? What does
global/transnational mobility imply for schools and other
educational institutions and processes as spatially located
entities? What approaches to curriculum are needed in the
constantly shifting context of global movement? How are the
"global" and "local" re-imagined through the experiences of
mobility and migration? This book was originally published as a
special issue of Curriculum Inquiry.
The Palgrave Handbook of Race and the Arts in Education is the
first edited volume to examine how race operates in and through the
arts in education. Until now, no single source has brought together
such an expansive and interdisciplinary collection in exploration
of the ways in which music, visual art, theater, dance, and popular
culture intertwine with racist ideologies and race-making. Drawing
on Critical Race Theory, contributing authors bring an
international perspective to questions of racism and anti-racist
interventions in the arts in education. The book's introduction
provides a guiding framework for understanding the arts as white
property in schools, museums, and informal education spaces. Each
section is organized thematically around historical, discursive,
empirical, and personal dimensions of the arts in education. This
handbook is essential reading for students, educators, artists, and
researchers across the fields of visual and performing arts
education, educational foundations, multicultural education, and
curriculum and instruction.
The Palgrave Handbook of Race and the Arts in Education is the
first edited volume to examine how race operates in and through the
arts in education. Until now, no single source has brought together
such an expansive and interdisciplinary collection in exploration
of the ways in which music, visual art, theater, dance, and popular
culture intertwine with racist ideologies and race-making. Drawing
on Critical Race Theory, contributing authors bring an
international perspective to questions of racism and anti-racist
interventions in the arts in education. The book's introduction
provides a guiding framework for understanding the arts as white
property in schools, museums, and informal education spaces. Each
section is organized thematically around historical, discursive,
empirical, and personal dimensions of the arts in education. This
handbook is essential reading for students, educators, artists, and
researchers across the fields of visual and performing arts
education, educational foundations, multicultural education, and
curriculum and instruction.
This book addresses the conceptual lapse in the literature
regarding the relationship between cultural production and
participatory politics by examining their connections in a range of
national and political contexts. Each chapter examines how youth
engage cultural production as part of their political
participation, and how political participation is sometimes central
to, and expressed through, cultural production. The contributing
authors provide examples of the intersections between youth
cultural production and participatory politics and bring together a
range of approaches to the examination of these intersections,
providing illustrations of the complexities involved in these
processes. Each of the chapters takes up different kinds of
practices - from street art to video production, from online
activism to installation work. They also examine a range of
political contexts - from students striking at the University of
Puerto Rico to activism in community arts centres and university
classrooms. The book considers what becomes evident when close
attention is paid to the intersection of cultural production and
participatory politics: what does participatory politics help
people to see about cultural production and how does cultural
production expand how people understand participatory politics?
This book was originally published as a special issue of Curriculum
Inquiry.
The gaze of educational researchers has traditionally been turned
"down" toward the experiences of communities deemed at-risk,
presumably with the purpose of improving their plight. Indeed,
theorizing about the relationship between education, culture, and
society has typically emerged from the study of poor and
marginalized groups in public schools. Seldom have educational
researchers considered class privilege and educational advantage in
their attempts at understanding inequality and fomenting social
justice. This collection of groundbreaking studies breaks with this
tradition by shifting the gaze of inquiry "up," toward the
experiences of privilege in educational environments characterized
by wealth and the abundance of material resources. This edited
volume brings together established and emerging scholars in
education and the social sciences working critically to interrogate
a diversity of educational environments serving the interests of
influential groups both within and beyond schools. The authors
investigate the power relations that underlie various contexts of
class privilege. They shed light into the ways in which the success
of a few relates to the failure of many.
The gaze of educational researchers has traditionally been turned
'down' toward the experiences of communities deemed at-risk,
presumably with the purpose of improving their plight. Indeed,
theorizing about the relationship between education, culture, and
society has typically emerged from the study of poor and
marginalized groups in public schools. Seldom have educational
researchers considered class privilege and educational advantage in
their attempts at understanding inequality and fomenting social
justice. This collection of groundbreaking studies breaks with this
tradition by shifting the gaze of inquiry 'up, ' toward the
experiences of privilege in educational environments characterized
by wealth and the abundance of material resources. This edited
volume brings together established and emerging scholars in
education and the social sciences working critically to interrogate
a diversity of educational environments serving the interests of
influential groups both within and beyond schools. The authors
investigate the power relations that underlie various contexts of
class privilege. They shed light into the ways in which the success
of a few relates to the failure of many.
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