Show simple item record

dc.contributor.authorAdams, Jeff*
dc.date.accessioned2016-04-15T10:30:26Z
dc.date.available2016-04-15T10:30:26Z
dc.date.issued2014-12-22
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.12069
dc.identifier.urihttp://hdl.handle.net/10034/605456
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.
dc.language.isoenen
dc.publisherJohn Wiley & Sons Ltd
dc.relation.urlhttp://onlinelibrary.wiley.com/doi/10.1111/jade.2014.33.issue-3/issuetoc
dc.rightsArchived with thanks to International Journal of Art & Design Educationen
dc.subjectArt for life
dc.subjectRace, gender, disability and class
dc.subjectarts education
dc.subjectparticipation and inclusion
dc.subjectiJADE conference
dc.titleEditorial: Art for Life: Race, Gender, Disability and Class - Critical Discourses around Participation in Arts Education
dc.typeArticle
dc.identifier.eissn1476-8070
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalInternational Journal of Art & Design Educationen
dc.date.accepted2000-01-01
dc.date.accepted2014-09-22
or.grant.openaccessNoen
rioxxterms.funderxxen
rioxxterms.identifier.projectxxen
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2016-12-22
refterms.dateFCD2019-07-15T14:13:13Z
refterms.versionFCDAM
refterms.dateFOA2018-08-13T13:06:33Z
html.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.


Files in this item

Thumbnail
Name:
Art for Life.pdf
Size:
66.18Kb
Format:
PDF
Description:
Main file

This item appears in the following Collection(s)

Show simple item record