Editorial: Art for Life: Race, Gender, Disability and Class - Critical Discourses around Participation in Arts Education

Hdl Handle:
http://hdl.handle.net/10034/605456
Title:
Editorial: Art for Life: Race, Gender, Disability and Class - Critical Discourses around Participation in Arts Education
Authors:
Adams, Jeff
Abstract:
A paradox that art educators often encounter in their work is that the arts, just as they are recognised for their universal and inclusive values, may also inadvertently reinforce elite and exclusive practices. Similarly, while the development of pedagogies for critical approaches to culture has positively impacted on a broad and diverse range of learners in all phases of education, the apparently democratic space of arts studio or classroom can also be a space that is governed by assessment regimes and educational conventions, and one which may also be characterised by reproduction, routine and a reliance on entrenched pedagogic practices. Such are the ways in which current arts-based educational practices may on one hand enable and include, but on the other disable and exclude. Given this state of affairs, to what extent can arts education promote an inclusive participation in ‘art for life’, and in what ways can it widen this participation? These were the questions and issues that delegates from sixteen countries at the 2013 iJADE/NSEAD research conference, held 15–16 November 2013 at the University of Chester Research and Innovation Centre, assembled to explore.
Affiliation:
University of Chester
Citation:
Adams. J. (2014). Art for life: Race, gender, disability and class - critical discourses around participation in arts education: iJADE 2013 conference issue. International Journal of Art & Design Education, 33 (3), 288-290. http://dx.doi.org/10.1111/jade.12069
Publisher:
John Wiley & Sons Ltd
Journal:
International Journal of Art & Design Education
Publication Date:
22-Dec-2014
URI:
http://hdl.handle.net/10034/605456
DOI:
10.1111/jade.12069
Additional Links:
http://onlinelibrary.wiley.com/doi/10.1111/jade.2014.33.issue-3/issuetoc
Type:
Article
Language:
en
Description:
This is the peer reviewed version of the following article: Adams. J. (2014). Art for life: Race, gender, disability and class - critical discourses around participation in arts education: iJADE 2013 conference issue. International Journal of Art & Design Education, 33 (3), 288-290, which has been published in final form at http://dx.doi.org/10.1111/jade.12069.This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
ISSN:
1476-8062
EISSN:
1476-8070
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorAdams, Jeffen
dc.date.accessioned2016-04-15T10:30:26Zen
dc.date.available2016-04-15T10:30:26Zen
dc.date.issued2014-12-22en
dc.identifier.citationAdams. J. (2014). Art for life: Race, gender, disability and class - critical discourses around participation in arts education: iJADE 2013 conference issue. International Journal of Art & Design Education, 33 (3), 288-290. http://dx.doi.org/10.1111/jade.12069en
dc.identifier.issn1476-8062en
dc.identifier.doi10.1111/jade.12069en
dc.identifier.urihttp://hdl.handle.net/10034/605456en
dc.descriptionThis is the peer reviewed version of the following article: Adams. J. (2014). Art for life: Race, gender, disability and class - critical discourses around participation in arts education: iJADE 2013 conference issue. International Journal of Art & Design Education, 33 (3), 288-290, which has been published in final form at http://dx.doi.org/10.1111/jade.12069.This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.en
dc.description.abstractA paradox that art educators often encounter in their work is that the arts, just as they are recognised for their universal and inclusive values, may also inadvertently reinforce elite and exclusive practices. Similarly, while the development of pedagogies for critical approaches to culture has positively impacted on a broad and diverse range of learners in all phases of education, the apparently democratic space of arts studio or classroom can also be a space that is governed by assessment regimes and educational conventions, and one which may also be characterised by reproduction, routine and a reliance on entrenched pedagogic practices. Such are the ways in which current arts-based educational practices may on one hand enable and include, but on the other disable and exclude. Given this state of affairs, to what extent can arts education promote an inclusive participation in ‘art for life’, and in what ways can it widen this participation? These were the questions and issues that delegates from sixteen countries at the 2013 iJADE/NSEAD research conference, held 15–16 November 2013 at the University of Chester Research and Innovation Centre, assembled to explore.en
dc.language.isoenen
dc.publisherJohn Wiley & Sons Ltden
dc.relation.urlhttp://onlinelibrary.wiley.com/doi/10.1111/jade.2014.33.issue-3/issuetocen
dc.rightsArchived with thanks to International Journal of Art & Design Educationen
dc.subjectArt for lifeen
dc.subjectRace, gender, disability and classen
dc.subjectarts educationen
dc.subjectparticipation and inclusionen
dc.subjectiJADE conferenceen
dc.titleEditorial: Art for Life: Race, Gender, Disability and Class - Critical Discourses around Participation in Arts Educationen
dc.typeArticleen
dc.identifier.eissn1476-8070en
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalInternational Journal of Art & Design Educationen
dc.date.accepted2000-01-01en
dc.date.accepted2014-09-22en
or.grant.openaccessNoen
rioxxterms.funderxxen
rioxxterms.identifier.projectxxen
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2016-12-22en
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