This volume brings together a range of practitioners, managers, and researchers who work within the field of arts higher education to reflect on strategies to increase access and widening participation (WP). The issues presented in this book are situated within a wider global context where countries are seeking greater harmonisation of higher education as students and workers become more mobile, crossing international borders. The chapter authors address various issues within higher education institutions from a WP context, including areas such as creative writing, music, art and design. In exploring these issues the editor and her chapter authors seek to answer how those teaching in arts higher education can promote the value and quality of their work while ensuring fair access and wide participation for all.
Author(s): Samantha Broadhead
Series: The Arts in Higher Education
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 271
City: Cham
Foreword: Arts Education Social Justice Praxis
Conclusion
References
Preface
Acknowledgements
Praise for Access and Widening Participation in Arts Higher Education
Contents
Notes on Contributors
List of Tables
Chapter 1: Introduction
Resisting the Notion That Arts Education Is a Privileged Space
Valuing the Arts
Secondary Schools and Arts Curriculum
Further Education in the UK
Access and Widening Participation Regulation in the UK
Widening Participation in Arts Higher Education
Section Overview
Global Context
Leadership and Management Perspectives on Widening Participation in Arts Higher Education
Mature Students and Access Education
Dyslexia and Arts Education
Inclusive and Exclusive Arts Languages and Knowledge
References
Chapter 2: The Global Context for Widening Participation in Creative Arts Higher Education
Introduction
Widening Participation in Higher Education
Neoliberalism and Access to Higher Education
Widening Participation and the Stratification of Higher Education
Harmonisation of Higher Education Systems
Conclusion
References
Part I: Leadership and Management Perspectives on Widening Participation in Arts Higher Education
Chapter 3: Disaggregating the Black Student Experience
Introduction
Context
Addressing Inequalities Through Leadership
Inequalities Pertinent to Arts Higher Education
Interview with Professor Randall Whittaker
Some Concluding Points
References
Chapter 4: The Other Side: Strategies for Retention of Non-traditional Students in Higher Education in Further Education
Introduction
Autoethnographic ‘Reflections’
The Strategies
Individual Responsibility
The HE in FE Context
Retention, Value and Job Satisfaction
Autoethnography and the ‘Other’
Individual and Institutional Othering
Othering and the Validating Partner
Class and Hierarchy
Conclusion
References
Part II: Mature Students and Access Education
Chapter 5: Accessing Art and Design Higher Education: A Comparative Study of Access Courses Delivered in Further and Higher Education
Introduction
The Context of Access Education
What Are Access Courses for?
Brief History of Access Courses in the UK
Devolution and Access Courses
AHED Delivered in English FE
Course Recognition and Accreditation
Course Structure
Assessment
Moderation
Progression
To What Extent Do AHEDs Support Progression to Art and Design Higher Education?
Art and Design Access Routes Offered Within Scottish Higher Education
Admissions Policies
The Access Programme at the University of Edinburgh
Course Recognition and Accreditation
Course Structure
Assessment
Progression
The Art and Design Strand of the Access Programme
Student Experiences of the Art and Design Strand of the Access Programme
Insights and Reflections on Access Art and Design from Past Students
Comparisons and Conclusions
References
Chapter 6: Part-Time Mature Students and (the Unexpected Benefits of) Access to the Arts
Introduction
The ‘Access’ Issue
The Participation Problem: Adults, Interdisciplinary Arts, and Employability
Supporting Skills Development and Teaching the ‘Rules of the Game’ in a Preparatory Arts Curriculum
Methodology
Findings
The Participation Problem: Adults, Interdisciplinary Arts, and Employability
Supporting Skills Development and Teaching the ‘Rules of the Game’ in a Preparatory Arts Curriculum
Conclusion
References
Part III: Dyslexia and Arts Education
Chapter 7: The White Spaces of Dyslexic Difference: An Intersectional Analysis
Introduction
Context
An Intersectional Approach
IQ Testing
Textual Analysis
Conclusion
References
Chapter 8: Deconstructing Writing in Arts Education and Beyond
Introduction
Context
Method/Approach
Case Study Tom, Painter
The Gallery-Sited Workshop
The Power of Multiple Heads: Co-mingling and Co-making
Discussion
Conclusion
References
Part IV: Inclusive and Exclusive Arts Languages and Knowledge
Chapter 9: Music Theory in Higher Education: The Language of Exclusion?
Introduction
Towards a Definition of Music Theory
Rationale of the Inquiry
UK Music Education: A Crisis of Erosion
Music Programme Access: A Survey of Sorts
Results and Conclusions
‘Metric-ocracy’
The Conjoined Twins: Music Theory’s White Racial Frame
An Alternative Proposal for Entry Requirements
Principles
Re-imagined Entry Requirements
Applicants Should Submit
Catch 22
References
Chapter 10: Planning a Pop-Up Exhibition: Reflections on a Critical Thinking Club
Introduction
Context and Problem: Critical Thinking in an Arts University
Liminal Spaces
Decentred Teaching
Lipman’s Thinking Dimensions
Methodology
Method
Findings from Critical Thinking Club
Theme 1: Accountable Community Collaboration
Theme 2: Critical Thinking for Whole Person Wellbeing
Theme 3: Practice Research as Peer-Mentoring
Discussion: Engaging with Ethical and Moral Arts-Based Problems
Accountable Community Collaboration
Critical Thinking and Whole Person Wellbeing
Practice Research as Peer-Mentoring
Summary
References
Chapter 11: Concluding Thoughts
Neoliberalism and Valuing the Arts
Issues in Relation to Widening Participation Data
Boundaries and Structures
Critical of the Canon in Arts Education
Disruption
The Perfect Storm for the Arts?
References
Glossary
Index
