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ERIC Number: EJ1004562
Record Type: Journal
Publication Date: 2013-Mar
Pages: 26
Abstractor: ERIC
Reference Count: 163
ISBN: N/A
ISSN: ISSN-0091-732X
No Child Left with Crayons: The Imperative of Arts-Based Education and Research with Language "Minority" and Other Minoritized Communities
Chappell, Sharon Verner; Cahnmann-Taylor, Melisa
Review of Research in Education, v37 n1 p243-268 Mar 2013
Since the implementation of the No Child Left Behind Act in 2001, public discourse on "failing schools" as measured by high-stakes standardized tests has disproportionately affected students from minoritized communities (such as language, race, class, dis/ability), emphasizing climates of assessment at the expense of broader, more democratic, and creative visions of education. As advocates of the arts in education and multicultural-multilingual learning for all, the authors join a chorus of concern about the ways in which the "crayons" (synecdoche for all the "arts") have started to disappear from public school learning and/or are solely included as handmaidens to improved academic achievement. Likewise, the authors are concerned about the ways diversity education has been strictly targeted at those "Other" students who "lack" the cultural capital expected for academic success in schools. In this review, the authors examine the literature on arts education with minoritized youth within landscapes of structural inequity, scientific rationalization, and a resurgence of the racialization of non-White communities and curricula in schools. They identify strong practices in arts education that aim to achieve social justice with both minoritized and majoritized populations. They review scholarship, empiricism, and pedagogy that showcase the possibilities to humanize education through the arts with minoritized youth and their families by engaging in sustained, integrated critical practices in school and community settings. They highlight extraordinary, arts-based pedagogies that challenge current conceptualizations of discrete skills, discipline-based learning, and neutralized curricula. They question the narrow interpretation of standards and the existent empiricism that illuminates the impact of arts education programs as tools for "improving" the academic success of minoritized youth defined by these parameters. In particular, they propose that school-based practitioners learn from research conducted in out-of-school youth participatory and community-based contexts that emphasize linguistic and cultural diversity as essential curricula for all, as realized in part through the arts. (Contains 2 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A