Towards an Inclusive Arts Education

Edited by Kate Hatton
April 2015
More details
  • Publisher
    Trentham Books
  • Published
    20th April 2015
  • ISBN 9781858566542
  • Language English
  • Pages 180 pp.
  • Size 6.125" x 9.5"

Inclusion in arts education raises fundamental questions: Who is included and who is excluded? And why does this matter? This book offers a theoretical perspective on these concerns, bringing together a range of themes and ideas that identify the absences in institutional thinking and suggest how we can work towards better theoretical and cultural understanding of inclusion in the field of arts education.

The themes are drawn from recent critical and cultural theory such as critical race theory and critical disability studies, and explore the psychology of creativity and aesthetic and social practices in the arts curriculum. The authors suggest new ways of examining the arts and arts education for the benefit of all students and staff.

The collection offers a new body of inclusive arts education writing that can be used by tutors, students, managers, curriculum leaders and policymakers in education and the arts. It will appeal to a broad audience, from schools to higher education; in particular it is aimed at teacher trainers, postgraduate students and doctoral researchers.

"A milestone collection, one which brings much-needed fresh thought and energy to the urgent matter of forging a truly inclusive arts education practice that both democratizes and delivers. It will set the agenda for arts inclusion activity as well as empower the opportunities for change that the contributors shape so effectively."

Professor John McLeod - , University of Leeds

1) Towards an inclusive arts education, by Kate Hatton
2) Studying art: How institutional change can support contemporary practice, by Kerry Freedman
3) Thinking through critical disability studies, by Daniel Goodley
4) Cultural territories of inclusive education, by Anna Hickey-Moody
5) Critical race theory and its relationship to art education, by Sylvia Theuri
6) Pedagogy of the workshop: An ‘expert-intuitive’ practice, by Michael McMillan
7) Art college and the postcolonial encounter: Student diversity within the 'sociality' of learning, by Bernice Donszelmann
8) Identity, research and the arts curriculum: Counterstorytelling as academic practice, by Caroline Stevenson
9) Inclusion in the art and design curriculum: Revisiting Bernstein and 'class' issues, by Samantha Broadhead
10) ‘Knowing people as individuals’: Academic attainment in art and design, by Eldrid Herrington

Kate Hatton

Dr Kate Hatton FRSA is an independent education adviser and researcher in the Arts. Until 2018 she was Head of Inclusive Education Programmes at the University of the Arts, London.