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Fostering capabilities: The work of...

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Fostering capabilities: The work of social justice in post-secondary art education teacher training.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fostering capabilities: The work of social justice in post-secondary art education teacher training./
Author:	Maguire, Cindy.
Description:	251 p.
Notes:	Adviser: Ikuko Acosta.
Contained By:	Dissertation Abstracts International69-10A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3332516
ISBN:	9780549841746

Fostering capabilities: The work of social justice in post-secondary art education teacher training.
Maguire, Cindy.

Fostering capabilities: The work of social justice in post-secondary art education teacher training. - 251 p.

Adviser: Ikuko Acosta.

Thesis (Ph.D.)--New York University, 2008.

Art education, as a field, spans a range of theories and practices. The overarching concern of this research is the relationship between art education in schools and society at large and its critical relationship to the development of participatory democracy (Desai & Chalmers, 2007), and the subsequent responsibilities of post-secondary art education programs towards teacher training. This research works with a social justice education approach. Social justice education in this research is concerned with "exposing social injustice, creating just societies, promoting self-determination and solidarity with others, and ending oppression (and healing its effects)...[and] aim[s] to articulate the relationship between the collective [struggle] against social ills and the advancement of personal well-being" (Watts & Guessous, 2006, p. 60). I argue that post-secondary art education programs that address social justice issues need an accessible evaluation method to measure programmatic impact on students and use this information to further inform curriculum and pedagogy of the art education program. The specific framework I use to evaluate and inform social justice art education programs originates from Sen (1999), Nussbaum (2000, 2006) and Walker's (2006a, 2006b) writings on the capability approach. In this study I seek to understand how aspects of the capability approach can be used as a means of evaluating and framing social justice art education in post-secondary education programs concerned with social justice, herein referred to as SJAE. As a means of deepening and further analyzing the use of this approach, I provide examples from an analysis of an empirical study conducted at a private university in the fall of 2006. The research provides evidence of the value of using the capability approach as a way of learning about and teaching art education students as well as informing on-going assessment and development of SJAE programs.

ISBN: 9780549841746Subjects--Topical Terms:

1018432
Education, Art.

Fostering capabilities: The work of social justice in post-secondary art education teacher training.
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245 1 0 $a Fostering capabilities: The work of social justice in post-secondary art education teacher training.
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500 $a Adviser: Ikuko Acosta.
500 $a Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3832.
502 $a Thesis (Ph.D.)--New York University, 2008.
520 $a Art education, as a field, spans a range of theories and practices. The overarching concern of this research is the relationship between art education in schools and society at large and its critical relationship to the development of participatory democracy (Desai & Chalmers, 2007), and the subsequent responsibilities of post-secondary art education programs towards teacher training. This research works with a social justice education approach. Social justice education in this research is concerned with "exposing social injustice, creating just societies, promoting self-determination and solidarity with others, and ending oppression (and healing its effects)...[and] aim[s] to articulate the relationship between the collective [struggle] against social ills and the advancement of personal well-being" (Watts & Guessous, 2006, p. 60). I argue that post-secondary art education programs that address social justice issues need an accessible evaluation method to measure programmatic impact on students and use this information to further inform curriculum and pedagogy of the art education program. The specific framework I use to evaluate and inform social justice art education programs originates from Sen (1999), Nussbaum (2000, 2006) and Walker's (2006a, 2006b) writings on the capability approach. In this study I seek to understand how aspects of the capability approach can be used as a means of evaluating and framing social justice art education in post-secondary education programs concerned with social justice, herein referred to as SJAE. As a means of deepening and further analyzing the use of this approach, I provide examples from an analysis of an empirical study conducted at a private university in the fall of 2006. The research provides evidence of the value of using the capability approach as a way of learning about and teaching art education students as well as informing on-going assessment and development of SJAE programs.
520 $a According to Nussbaum (2006), education is the key to all human capabilities---it is among the resources most unequally distributed around the world. Given current trends in globalization and the impacts on the arts, education reform and policy, it makes sense that the discipline re-visits the conversation around arts education and social justice (Enwezor, 2004; Lacy, 2003).
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650 4 $a Education, Teacher Training. $3 783747
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