Bøker i Routledge Research in Arts Education-serien

Originally published as a special issue of the International Journal of Qualitative Studies in Education, this volume explores how researchers, educators, artists, and scholars can collaborate with, and engage young people in art, creative practice, and research to work towards social justice and political engagement.

By applying philosophical and historical perspectives to drawing instruction, this volume demonstrates how diverse teaching methods contribute to cognitive and holistic development applicable within and beyond the visual arts.

Drawing on theoretical and empirical insights from Arts teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.

This volume illustrates how theatre arts can be used to enact peace education by showcasing the use of theatrical techniques including storytelling, testimonial and forum theatre, political humor, and arts-based pedagogy in diverse formal and non-formal educational contexts across age groups.

This edited volume explores the role of arts and meditation within educational settings, and looks in particular at the preventive and developmental function of the arts in educational contexts through different theoretical perspectives.

This book explores the professional and pedagogical narratives of Asian art educators and researchers in North America. Highlighting the voices and experiences of Asian art educators, this book is an ideal resource for exploring the identity formation, construction, and development of a historically underrepresented, minoritized group.

Originally published as a special issue of the International Journal of Qualitative Studies in Education, this volume explores how researchers, educators, artists, and scholars can collaborate with, and engage young people in art, creative practice, and research to work towards social justice and political engagement. By critically interrogating the dominant discourses, cultural, and structural obstacles that we all face today, this volume explores the potential of critical arts pedagogies and community-based research projects to empower young people as agents of social change. Chapters offer nuanced analyses of the limits of arts-based social justice collaborations, and grapple with key ethical, practical, and methodological issues that can arise in creative approaches to youth participatory action research. Theoretical contributions are enhanced by Notes from the Field, which highlight prime examples of arts-based youth work occurring across North America. As a whole, the volume powerfully advocates for collaborative creative practices that facilitate young people to build power, hope, agency, and skills through creative social engagement. This volume will be of interest to scholars, researchers, postgraduate students, and scholar-practitioners involved in community- and arts-based research and education, as well as those working with marginalized youth to improve their opportunities and access to a quality education and to deepen their political participation and engagement in intergenerational partnerships aiming to increase the conditions for social justice.

Exploring how educators and institutions might embrace the STEAM turn to ensure that theatre and performance can be instrumental to the neoliberal university, without being instrumentalized by it, this volume showcases alternative models for teaching and learning in theatre and performance in a neoliberal age.

This volume explores art as a means of engendering youth civic engagement and draws on research conducted with young people in the United States to develop a unique curriculum model for civically engaged art education (CEAE). Combining concepts from civics and arts education, chapters posit that artistic thinking, making, and acting form the basis for creative research into social and political issues which affect young people and are key to promoting civic participation. Focusing on critical, creative, and dynamic forms of youth cultural production inspired by local people, places, and events, the text demonstrates how educators' curricular choices can engage students in researching social movements and arts-based activism. The authors draw from well-established areas such as arts-based research, civic engagement, and maker-centered learning to present their educational model through illustrative examples. Offering a timely consideration of the relationship between art education and civics education, this book will appeal to scholars and students of the sociology of education, as well as arts and teacher research, and pre-service teacher education.