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Πώς πάει η ομάδα; Σή

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Πώς πάει η ομάδα; Σήμερα θα σας δω κιόλας!

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Reimagining the Role of Art in the Relationship between Democracy and Education
http://eric.ed.gov/?q=art+and+education&pg=2&id=EJ1026555

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Transdisciplinarity and Art Integration: Toward a New Understanding of Art-Based Learning across the Curriculum

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Transdisciplinarity and Art Integration: Toward a New Understanding of Art-Based Learning across the Curriculum

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Art Integration Fosters Empathy in the Middle School Classroom

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Artistic Understanding and Motivational Characteristics

First published: 15 February 2015Full publication history

DOI: 10.1111/jade.12007View/save citation

Cited by: 0 articles

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 Το πρώτο άρθρο για τον Καλαβαση

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 Το πρώτο άρθρο για τον Καλαβαση

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Equity, the Arts, and Urban Education: A Review

Article

First Online:

14 January 2016

DOI: 10.1007/s11256-016-0352-2

Cite this article as:

Kraehe, A.M., Acuff, J.B. & Travis, S. Urban Rev (2016) 48: 220. doi:10.1007/s11256-016-0352-2

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Amelia M. Kraehe

Joni B. Acuff

Sarah Travis

Abstract

This review examines empirical studies of educational equity in and through the arts with broad implications for urban education. It extends the literature by (a) describing the interrelated spaces of urban education and the arts, (b) integrating knowledge of arts education across formal and informal learning environments, and (c) examining the arts as a proximal measure of justice in education. The review pursued two questions: What is known about equity in arts education in the United States? And what role does arts education play in maintaining and challenging educational disparities? Findings suggest widespread macro- and micro-inequities produced in and through the arts. Additionally, arts equity research is scattered into silos, disconnected by methodological camps and sites of inquiry. This review brings greater coherence and recognition to an emerging knowledge base and models a multidimensional framework for research and evaluation of arts education policies and programs, particularly those targeting underserved urban communities.

Keywords

Arts education Equity Urban education Social justice Race

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References

1. Gabe, T., Florida, R., & Mellander, C. (2012). The creative class and the crisis. Cambridge Journal of Regions, Economy and Society, 12, 1-17. doi:.

2. Gaztambide-Fernández, R. A. (2013). Why the arts don't do anything: Toward a new vision for cultural production in education. Harvard Educational Review, 83, 211-236.

3. Gutiérrez, R. (2012). Context matters: How should we conceptualize equity in mathematics education? In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in discourse for mathematics education: Theories, practices, and policies (pp. 17-33). New York, NY: Springer.

4. Leonardo, Z., & Hunter, M. (2007). Imagining the urban: The politics of race, class, and schooling. In W. Pink & G. Noblit (Eds.), International handbook of urban education (pp. 779-801). Dordrecht: Springer.

5. Parsad, B., & Spiegelman, M. (2012). Arts Education in Public Elementary and Secondary Schools: 1999- 2000 and 2009- 10 (NCES 2012-014). National Center for Education Statistics, Institute of Education Sciences. Washington, DC: U.S. Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014rev .

6. Rabkin, N., & Hedberg, E. C. (2011). Arts education in America: What the declines mean for arts participation. Research Report # 52. Washington, DC: National Endowment for the Arts. Retrieved from http://arts.gov/sites/default/files/2008-SPPA-ArtsLearning.pdf .

7. Spivak, G. C. (1988). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271-313). Urbana: University of Illinois Press.

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© Springer Science+Business Media New York 2016

# data[].attributes.attachment_link.title
Equity, the Arts, and Urban Education: A Review

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Amelia M. Kraehe Joni B. Acuff Sarah Travis This review examines empirical studies of educational equity in and through the arts with broad implications for urban education. It extends the literature by (a) describing the interrelated spaces of urban education and the arts, (b) integrating knowledge of arts education across formal and informal learning environments, and (c) examining the arts as a proximal measure of justice in education.