The social field(s) of arts education today: living vulnerability in neo-liberal times

Dimitriadis, Greg; Cole, Emily; Costello, Adrienne

doi:10.1080/01596300903237164

Cited by 13 publications

(20 citation statements)

References 4 publications

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“…A lower educational priority is attributed to arts education in the curriculum, both by schools and policy-makers (Dimitriades et al 2009;Smith and Southcott 2004), as the arts are marginalized because of the push for a back to basics approach focusing on literacy and numeracy. Anderson (2003) suggests that due to the crowded curriculum even if a curriculum area is mandated it must also be attractive to teachers and well supported to ensure that it is actually taught.…”

Section: Arts Education In Primary Schoolsmentioning

confidence: 99%

Illuminating the gap: An overview of classroom-based arts education research in Australia

Klopper

Power

2010

International Journal of Education Through Art

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Arts education is an internationally recognized term referencing education through the arts. The term arts is seen to encompass different things in different contexts, including but not limited to the performing arts- music, dance, drama, and theatre; visual arts, media, industrial arts, and literary arts. In this article, the authors provide an overview to date of classroom-based arts education research in Australia. In so doing, the gap in the literature describing and discussing classroom-based arts education is illuminated. We call for attendance to classroom-based arts education research in Australia given that the heart of curriculum transfer and transformation is in the classroom. We offer a research methodology and design of practitioner enquiry to empower and enlighten collective knowledge sharing of professional practice. Such attendance will establish a base that can bring about sustained policy and practice change.

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Section: Arts Education In Primary Schoolsmentioning

confidence: 99%

Illuminating the gap: An overview of classroom-based arts education research in Australia

Klopper

Power

2010

International Journal of Education Through Art

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“…Much has been written about these research-as-pedagogies that increasingly use digital technologies (Sefton-Green and Soep 2007;Giroux 2004;Dimitriadis, Cole, and Costello 2009), but writing about arts research that co-performs as creative pedagogies is additionally complex. In addition to the co-production of creative Educational Action Research 421 outputs themselves, this project has used a participatory action research approach to provide in-depth and peer-generated data surrounding the problem of how to improve education access, options, and pathways for refugee-background and migrant youth using arts-based methods.…”

Section: Initial Findingsmentioning

confidence: 99%

“…While community-based arts programs have been run often and well (O'Brien and Donelan 2006;O'Toole and O'Mara 2007), both in Australia and internationally (Beer 2001;Bodilly, Augustine, and Zakaras 2008;Dimitriadis, Cole, and Costello 2009;Grossman and Sonn 2010), programmatic innovations to establish formal arts-based pathways from vocational to tertiary study have not been so visible. As educators increasingly seek alternative modes of curriculum delivery and creative approaches to pedagogy, this article argues that Culture Shack's innovative 'peered and tiered' model for community-based learning -including digital technologies -can support effective collaborative learning communities.…”

Section: Introductionmentioning

confidence: 97%

Peered and tiered learning: action research as creative cultural pedagogy

Harris

2013

Educational Action Research

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This article presents and problematizes a peered and tiered model of creative and educational knowledge transfer piloted in Culture Shack, a communitybased arts education program in Melbourne, Australia. Drawing on Eisner and Sefton-Green and Soep, I argue the value of this approach as a potential new pedagogical strategy in both secondary learning and teacher education courses, refocused on collaborative and process learning rather than outcome-focused pedagogy and assessment. Because education is a key factor for successful integration of those from refugee-background and emerging communities, self-reliance and creative problem-solving can be enhanced through arts programs such as Culture Shack that increase participation in continuing, collaborative educational pathways. In this paper I argue that this peered and tiered collaborative learning model offers possibilities for working crosssectorally, interdisciplinarily, and interculturally for effective pedagogical outcomes and for the value of arts-based action research-as-pedagogy.

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“…Dimitriadis, Cole and Costello indicate that hip-hop culture is the medium that informs how youth construct their identities and social networks [6]; this embodies a notion of a fifth, often less noted pillar of hip-hop that is referred to as Knowledge of Self [7]. Hip-hop pedagogy leverages student cultural funds of knowledge to foster a deeper understanding of complex ideas and information by drawing connections to the cultural norms of the growing international hip-hop society.…”

Section: Introductionmentioning

confidence: 99%

“…Hip-hop includes four pillars: rapping, deejaying, breakdancing and graffiti art [6,7]. Dimitriadis, Cole and Costello indicate that hip-hop culture is the medium that informs how youth construct their identities and social networks [6]; this embodies a notion of a fifth, often less noted pillar of hip-hop that is referred to as Knowledge of Self [7].…”

Section: Introductionmentioning

confidence: 99%

Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development

Young

Cason

et al. 2018

Education Sciences

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This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary. Hip-hop pedagogy is a culturally responsive pedagogy that leverages the funds of knowledge acquired from hip-hop culture. Unfortunately, many students with strong hip-hop cultural identities may lack equally strong mathematics identities. Given the success of hip-hop pedagogies within the science content area, we posit that hip-hop pedagogies are appropriate in other STEM content areas such as mathematics. Concept mapping is an instructional tool that has been empirically validated as an effective means to develop strong conceptualizations of mathematics content. While hip-hop pedagogy is well established in the science content area, it remains underdeveloped within mathematics education. We argue that the lyrical structure of a rap song is fundamentally similar to the structure of a concept map. This article provides a framework to support lyrical concept mapping as a culturally responsive instructional tool that can be used as an alternative to traditional concept mapping. Special attention is placed on the use of hip-hop pedagogy to affirm and empower dually marginalized students.

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The social field(s) of arts education today: living vulnerability in neo-liberal times

Cited by 13 publications

References 4 publications

Illuminating the gap: An overview of classroom-based arts education research in Australia

Illuminating the gap: An overview of classroom-based arts education research in Australia

Peered and tiered learning: action research as creative cultural pedagogy

Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development

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