Arts education in action : collaborative pedagogies for social justice / edited by Sarah Travis, Jody Stokes-Casey, Seoyeon Kim.

Cover page -- Title page -- Copyright page -- Contents -- Introduction -- Art education in civil society [from] Visual Arts Research, 2005 (31, no. 2) -- Social justice and art education [from] Visual Arts Research, 2004 (30, no. 2) -- "Plotting" the story of race: pedagogy challenges in history and literature [from] Journal of American Ethnic History, 2012 (32, no. 1) -- Utopian performatives and the social imaginary: toward a new philosophy of drama/theater education [from] Journal of Aesthetic Education, 2011 (45, no. 1) -- Disability, hybridity, and flamenco cante [from] Women, Gender, and Families of Color, 2015 (3, no. 1) -- Beyond participation: a reflexive narrative of the inclusive potentials of activist scholarship in music education [from] Bulletin of the Council for Research in Music Education, 2016 (no. 210-211) -- Companion-able species: a queer pedagogy for music education [from] Bulletin of the Council for Research in Music Education, 2013 (no. 197) -- (Re)constructing cultural conceptions and practices in art education: an action research study [from] Visual Arts Research, 2014 (40, no. 2) -- Art, Native voice, and political crisis: reflections on art education and the survival of culture at Kanehsatake [from] Visual Arts Research, 1993 (29, no. 57) -- Affinity, collaboration, and the politics of classroom speaking [from] Feminist Teacher, 1997 (11, no. 2) -- Knitting as an aesthetic of civic engagement: re-conceptualizing feminist pedagogy through touch [from] Feminist Teacher, 2010 (20, no. 2).

Online resource; title from digital title page (viewed on December 02, 2020).

Arts educators have adopted social justice themes as part of a larger vision of transforming society. Social justice arts education confronts oppression and inequality arising from factors related to race, ethnicity, nationality, religion, class, ability, gender, and sexuality. This edition of Common Threads investigates the intersection of social justice work with education in the visual arts, music, theatre, dance, and literature. Weaving together resources from a range of University of Illinois Press journals, the editors offer articles on the scholarly inquiry, theory, and practice of social justice arts education. Selections from the past three decades reflect the synergy of the diverse scholars, educators, and artists actively engaged in such projects. Together, the contributors bring awareness to the importance of critically reflective and inclusive pedagogy in arts educational contexts. They also provide pedagogical theory and practical tools for building a social justice orientation through the arts.

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