Widening participation creatively: creative arts education for social inclusion

2015 ◽  
Vol 35 (3) ◽  
pp. 447-460 ◽  
Author(s):  
Emma Felton ◽  
Krystle Vichie ◽  
Eloise Moore
Keyword(s):  
Arts Education ◽  
Social Inclusion ◽  
Widening Participation ◽  
Creative Arts

Therapeutic teaching artistry: Towards a wellness model for enhancing vitality in older adults

2021 ◽  
Vol 7 (1) ◽  
pp. 95-113
Author(s):  
Andrew M. Gaines
Keyword(s):  
Older Adults ◽  
Arts Education ◽  
Constructivist Grounded Theory ◽  
Creative Arts ◽  
Health And Wellness ◽  
Structured Interviews ◽  
Teaching Artists ◽  
Senior Centre

This qualitative case study examined how the therapeutic aspects of drama teaching artistry was conceptualized at an urban lesbian, gay, bisexual, or transgender (LGBT) senior centre by observing and/or participating in 31 creative arts education sessions and conducting two focus groups with the centre’s older adult members. Additionally, 34 semi-structured interviews were held with the centre’s teaching artists (TAs), older adults and administrators. Using constructivist grounded theory, emergent themes led to two primary findings: (1) the conceptual category therapeutic teaching artistry articulated how TAs’ practices promoted health and wellness; and (2) a provisional major concept Being Alive captured how members’ quality of life were perceived to be enhanced by the creative arts education programming. Beyond facilitating reminiscence, preventing decline or merely stimulating older adults, TAs helped older adults internalize a greater sense of agency, affirm their own humanity and improve vitality without unethically conducting creative arts therapy.

scholarly journals From Velázquez to Picasso: Proposal of Artistic Mediation Activities for People with Dementia

2019 ◽  
Vol 7 (1) ◽  
pp. 10
Author(s):  
Manuel Hernández Belver ◽  
Clara Hernández
Keyword(s):  
Arts Education ◽  
Social Inclusion ◽  
Well Being ◽  
Multidisciplinary Teams ◽  
People With Dementia ◽  
Prado Museum

This paper describes the design of a program of activities of arts education for people with dementia based on visits to the Prado Museum and the Reina Sofia National Art Center Museum (Spanish anagram, MNCARS) of Madrid, and carried out by a team of researchers and artist-teachers. The program, called “Tenemos cita con el arte” (We have a date with art), in addition to the visits, included workshops of artistic activities. The basic aspects taken into account by the team of artist-teachers for the design of the itineraries in the two above-mentioned museums and the design of the artistic activities are specified. The museum itineraries, which included works of Velázquez and Goya (Prado Museum), and of Dalí, Juan Gris, Miró, Lipchitz, and Picasso (MNCARS) are described, as well as the artistic activities carried out by the participants, based on these itineraries. The considerations set out in this work can be extended to other are centers, so that they can be used as contexts for the promotion of the well-being and social inclusion of people with dementia by artist-teachers working in multidisciplinary teams.  

Educational Inequalities in the United Kingdom: A Critical Analysis of the Discourses and Policies of New Labour

2002 ◽  
Vol 46 (2) ◽  
pp. 138-153 ◽  
Author(s):  
Carole Leathwood ◽  
Annette Hayton
Keyword(s):  
United Kingdom ◽  
Social Inclusion ◽  
New Labour ◽  
Widening Participation ◽  
Educational Inequalities ◽  
Current Policy ◽  
Third Way ◽  
The United Kingdom ◽  
Education Support ◽  
Participation In Higher Education

This paper explores the intentions and attempts of the New Labour government in the United Kingdom (UK) to challenge educational inequalities. It begins with an overview of ‘Third Way’ philosophy and New Labour's commitment to social justice and social inclusion, then moves on to examine three policy themes in some detail: the economising of education; support for ability setting and selection; and policy related to widening participation in higher education. The paper highlights the contradictions in New Labour educational policies and pronouncements, and concludes that current policy developments are likely to reinforce rather than ameliorate educational inequalities.

Social inclusion of refugees into higher education in Norway: A critical analysis of Norwegian higher education and integration policies

2019 ◽  
Vol 18 (5) ◽  
pp. 628-647
Author(s):  
Juhar Yasin Abamosa ◽  
Line Torbjørnsen Hilt ◽  
Kariane Westrheim
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Critical Discourse Analysis ◽  
Social Inclusion ◽  
Analytical Framework ◽  
Human Potential ◽  
Widening Participation ◽  
Education Policies ◽  
The Social ◽  
Integration Policies

In numerous countries, the widening participation of underrepresented groups in higher education has become an official part of education policies. However, inequalities continue in some areas, including refugees’ participation. Norway hosts many refugees, but little is known about the social inclusion of refugees into higher education in the country. In this paper, three documents representing Norwegian higher education and integration policies are analysed using an integrated analytical framework constructed from social inclusion and its three main dimensions (access, participation and empowerment) and from a critical discourse analysis. The analysis is conducted to address how social inclusion into higher education is conceptualized, which major discourses underpin the conceptualization and what implications these have for the social inclusion of refugees into higher education in Norway. The article argues that social inclusion is conceptualized from an access dimension signifying the dominance of neoliberal principles in the policy documents. On the contrary, social justice discourses are marginalized and human potential principles are absent from the documents signalling the disempowerment of refugees in relation to higher education. Future policies should incorporate conscious and clear strategies informed by social justice and empowerment principles to ensure the social inclusion of refugees into higher education.

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