Titlebook: Discourse and Disjuncture between the Arts and Higher Education; Jessica Hoffmann Davis Book 2016 The Editor(s) (if applicable) and The Au

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Reflecting on the Arts in Urban Schoolse in teaching for equity and social justice. The authors address: the theory and politics behind the course design—how it sought to re-frame “the arts” and re-think the notion of the urban; how the course evolved over time in response to institutional changes and students’ expectations; and the chal

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Persuasion and Structure: Reform as Recognition from Within and builds on in-place resources and practices. In this chapter, the author tells the story of the inception and development of this one-year master’s program that supports individualized arts-related pathways through a mainstream curriculum. With an eye to replication, the author concludes by outl

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Approaching Interdisciplinarity in a School of Art and Designthors describe the ways in which students generatively integrate knowledge from a variety of disciplines into their art-making and teaching. In sum, the authors discuss the gains and challenges of this purposeful model and cite its important implications for both higher education and K-12 settings.

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Reflecting on the Arts in Urban Schools” and re-think the notion of the urban; how the course evolved over time in response to institutional changes and students’ expectations; and the challenges and opportunities of doing social justice work through the arts as well as approaching the arts through a social justice lens in the context of urban schools.

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R. Rodrigues,M. A. Santos,F. N. Correiatists on the one hand as dark, troubled, and child-like (Walker 1993); and on the other as visionary, creative, and socially responsible. In O’Shaugnessy’s time, genius and apprenticeship fueled the artist’s soul; today’s artists seek legitimacy through undergraduate and graduate degrees.