Re-imagining personal and organizational policies as sources of radical change: perspectives from a teaching artist, organization, and city

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2020-11-17 DOI:10.1080/10632913.2020.1844834

T. LaPadula, J. Miles, Olisa “Spyc-E” Enrico

引用次数: 2

Abstract

Abstract As Seattle and the United States grapple with COVID-19, police brutality, and racial inequity, a teaching artist, a leader from a youth-focused cultural organization, and a representative from a city agency each explain, from their unique perspective, why teaching artists are essential workers. They also explore the local arts/culture, education, and public policies which can and should shift to ensure teaching artists are best supported in performing their necessary work with the community’s young people. Ultimately, they conclude that teaching artists are essential partners for students and communities in navigating this health and social crisis.

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重新想象个人和组织政策作为激进变革的来源:来自教学艺术家、组织和城市的视角

摘要在西雅图和美国与新冠肺炎、警察暴行和种族不平等作斗争之际，一位教学艺术家、一位年轻文化组织的领导人和一位城市机构的代表分别从各自独特的角度解释了为什么教学艺术家是必不可少的工作者。他们还探讨了当地的艺术/文化、教育和公共政策，这些政策可以也应该转变，以确保教学艺术家在与社区年轻人一起进行必要的工作时得到最好的支持。最终，他们得出结论，教学艺术家是学生和社区应对这场健康和社会危机的重要合作伙伴。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.