Artwork Scholarship: International Perspectives in Education- Community Arts Education Transversal Global Perspectives

Global perspectives on art education as a distinct practice that emerges from community relationships

Invoking transversality as a theoretical framework and a methodological structure, the fifty-five contributors to this volume – community professionals, scholars, artists, educators, and activists from sixteen countries – offer studies and practical examples that explore the complexities of community arts education at all levels. These complexities include challenges created by the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; immigration; and the growing recognition of equity, diversity, and inclusion in the workplace among other challenges.

The chapters fall under four themes – connections, practices, spaces, and relations – that map these and other intersecting assemblages of transversality. Thinking transversally about community art education shifts our understanding of knowledge from a passive construct to an active component of social life. This framework also redefines art education as a distinctive practice emerging from the intricate ties that form a community.

This edited collection offers global perspectives on the transverse, boundary-blurring possibilities of community arts education.

Invoking ‘transversality’ as an overarching theoretical framework and a methodological structure, 55 contributors – community professionals, scholars, artists, educators and activists from sixteen countries – offer studies and practical cases exploring the complexities of community arts education at all levels.

Such complexities include challenges created by globalizing phenomena such as the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; continuing movement of immigrants and refugees; growing recognition of issues related to equity, diversity and inclusion in the workplace; and the increasing impact of grassroot movements and organizations.

Chapters are grouped into four thematic clusters – Connections, Practices, Spaces and Relations – that map these and other intersecting assemblages of transversality. Thinking transversally about community art education not only shifts our understanding of knowledge from a passive construct to an active component of social life but redefines art education as a distinctive practice emerging from the complex relationships that form community.