Arts Education and Cultural Diversity

Policies, Research, Practices and Critical Perspectives
1. Auflage 2019
ISBN: 978-981-13-8003-7
Verlag: Springer Nature Singapore

Buch, Englisch, Band 1, 288 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 629 g

Reihe: Yearbook of Arts Education Research for Cultural Diversity and Sustainable Development

This peer-reviewed academic yearbook stems from the inaugural meeting of the newly formed UNESCO UNITWIN network on Arts Education Research for Cultural Diversity and Sustainable Development, held at the National Institute of Education, Singapore in April 2017. It presents international scholarly perspectives on issues related to arts education and cultural diversity in terms of: i) national and international policies; ii) terms, concepts and vocabularies; iii) current and ongoing research; and iv) best practices.

The UNESCO UNITWIN is an arts education research think tank that gathers and leverages original research and critical commentaries on the arts and sustainable development from UNITWIN member states and beyond (Australia, Canada, Colombia, Germany, Hong Kong, Kenya, Korea, Israel, New Zealand, Singapore, Taiwan, the Netherlands and the United States of America).

Zielgruppe

Research

Autoren/Hrsg.

Wagner, Ernst

Lum, Chee-Hoo

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Kunst, Musik, Theater (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Geowissenschaften Umweltwissenschaften Nachhaltigkeit

Inhaltsverzeichnis

1 Introduction.- National Policies.- 2 Anchors and Bridges: The Work of the Singapore National Arts Council in Cultural Diversity.- 3 Arts Education Policy and Cultural Diversity in South Korea.- 4 Arts Educators Respond to Challenges in a Diversity-Friendly Country.- 5 Cultural Diversity in Hong Kong Arts Education: From Policy to Practice and Research.- 6 Diversity of Arts and their Status in Public Education in Kenya.- Research.- 7 Intercultural Understanding through the Intervention of a Culture Bearer: A Case Study.- 8 Living in the World of Displacement: Social Integration in Diversity through Art Education.- 9 Dancing Diversity.- 10 Engaging with Fusion in Music Education: Perspectives from Local Musicians in Singapore.- 11 studioFive: A Site for Teaching, Research and Engagement in Australian Arts Education.- Practices.- 12 Dialogues on Difference through Youth Theatre: M1 Peer Pleasure engages The Other in Singapore.- 13 “Who is the True Man?” Exploring Cultural Identity and Diversity through an Educational Drama Project in the Taiwanese History Museum.- 14 Artistic Practices and Cultural Diversity for Peace Building in Colombia.- 15 Harnessing the Transformative Power of Arts and Culture for Social Impact.- 16 Cultural Diversity, Conceptual Pedagogy and Educating Students for their Futures.- 17 Diversity and Museums in Germany.- 18 Diversity Education through Artistic Means in Germany.- Critical Perspectives.- 19 Reclaiming the Arts: Thoughts on Arts Education and Cultural Diversity.- 20 Promoting National Awareness and Appreciation of Cultural Diversity through Arts Education: Compatible Goals?.- 21 A Mapping Conclusion.

Über Autor(innen)

Chee-Hoo Lum is an Associate Professor of Music Education in the Visual & Performing Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. He is the Head of the UNESCO-NIE Centre for Arts Research in Education, part of a region-wide network of observatories stemming from the UNESCO Asia-Pacific Action Plan. In 2017, Chee-Hoo began to serve as coordinator of the UNESCO UNITWIN network for Arts Education Research for Cultural Diversity and Sustainability Development. His research interests include examining issues related to arts and arts education towards identity, cultural diversity and multiculturalism, technology and globalization in music education; children's musical cultures; creativity and improvisation; and professional development of arts practitioners and arts teachers within the spheres of early childhood and elementary schools.

Dr Ernst Wagner studied visual arts at the Academy of Fine Arts Munich; he also holds a seconddegree and a PhD in Art History and Philosophy from the University of Munich. Ernst has been a teacher for visual arts at secondary schools and has been extensively involved with NGOs, including InSEA. He also worked for the Bavarian Ministry of Education for six years (responsible for art education in Bavaria), and represented Germany at the 1st UNESCO-World Conference in Arts Education in Lisbon, Portugal 2006. After working at the Institute for School Quality and Research in Education in Munich and as a lecturer and executive coordinator at the UNESCO-Chair in Arts and Culture in Education at the University of Erlangen-Nuremberg, he is currently a senior researcher, lecturer and project leader at the Academy of Fine Arts Munich.