Bøker i Routledge Research in Arts Education-serien

By applying philosophical and historical perspectives to drawing instruction, this volume demonstrates how diverse teaching methods contribute to cognitive and holistic development applicable within and beyond the visual arts.

This volume explores art as a means of engendering youth civic engagement and draws on research conducted with young people in the US to develop a unique curriculum model for civically engaged art education (CEAE).

Originally published as a special issue of the International Journal of Qualitative Studies in Education, this volume explores how researchers, educators, artists, and scholars can collaborate with, and engage young people in art, creative practice, and research to work towards social justice and political engagement.

This book explores the professional and pedagogical narratives of Asian art educators and researchers in North America. Highlighting the voices and experiences of Asian art educators, this book is an ideal resource for exploring the identity formation, construction, and development of a historically underrepresented, minoritized group.

This edited volume explores the role of arts and meditation within educational settings, and looks in particular at the preventive and developmental function of the arts in educational contexts through different theoretical perspectives.

This volume illustrates how theatre arts can be used to enact peace education by showcasing the use of theatrical techniques including storytelling, testimonial and forum theatre, political humor, and arts-based pedagogy in diverse formal and non-formal educational contexts across age groups.

Exploring how educators and institutions might embrace the STEAM turn to ensure that theatre and performance can be instrumental to the neoliberal university, without being instrumentalized by it, this volume showcases alternative models for teaching and learning in theatre and performance in a neoliberal age.

Drawing on theoretical and empirical insights from Arts teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.

Originally published as a special issue of the International Journal of Qualitative Studies in Education, this volume explores how researchers, educators, artists, and scholars can collaborate with, and engage young people in art, creative practice, and research to work towards social justice and political engagement.