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Books on the topic 'Social Issues in Art Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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1

Beyerbach, Barbara, and R. Deborah Davis. Activist art in social justice pedagogy: Engaging students in glocal issues through the arts. P. Lang, 2011.

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2

Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, et al. Social psychology of education. Practicum. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.

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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment.
 Meets the requirements of the Federal state educational standards of higher education of the latest generation.
 For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space.
 The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations.
 Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства. 
 Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
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3

Multicultural issues and literacy achievement. L. Erlbaum Associates, 2005.

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4

Milton, Marion. Where are the women?: A report into issues related to women's access to workplace literacy programs. School of Language Education, Edith Cowan University, 1996.

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5

Karen, Maychell, ed. Choosing schools: Parents, LEAs, and the 1980 Education Act. NFER-Nelson, 1986.

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6

Research in art & design education: Issues and exemplars. Intellect, 2008.

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7

1949-, Close Daniel W., ed. Educational & social issues. Kendall/Hunt Pub. Co., 1996.

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8

Key issues in the authorization of Title I of the Elementary and Secondary Education Act: Hearing before the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, first session, hearing held in Washington, DC, June 10, 1999. U.S. G.P.O., 1999.

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9

Simon, Rita James. Global perspectives on social issues: Education. Lexington Books, 2003.

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10

Adedoja, Taoheed A., and T. C. Obani. Social issues, communication, and special education. Symphony, 2002.

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11

Jessica, Hamlin, and Mattson Rachel, eds. History as art, art as history : contemporary art and social studies education. Routledge, 2009.

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12

Art and social justice education: Culture as commons. Routledge, 2012.

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13

The art of decision making: Issues and cases in higher education. American Council on Education, 1987.

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14

Social purpose and schooling: Alternatives, agendas, and issues. Falmer Press, 1991.

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15

Norhayah, Zulkifli. Social and environmental accounting: Education issues in Malaysia. University of Malaya Press, 2012.

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16

Activist Art in Social Justice Pedagogy: Engaging Students in Glocal Issues Through the Arts, Revised Edition. Lang AG International Academic Publishers, Peter, 2016.

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17

What's an "A" Anyway?: How Important Are Grades? (Social Studies: Teen Issues). Franklin Watts, 2001.

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18

Laurel, Lampela, and Check Ed, eds. From our voices: Art educators and artists speak out about lesbian, gay, bisexual, and transgendered issues. Kendall/Hunt Pub., 2003.

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19

Lampela, Laurel, and Ed Check. From Our Voices: Art Educators and Artists Speak Out about Lesbian, Gay, Bisexual, and Transgendered Issues. Kendall/Hunt Publishing Company, 2003.

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20

Wallace, Kendra R. Relative/Outsider: The Art and Politics of Identity Among Mixed Heritage Students (Contemporary Studies in Social and Policy Issues in Education: The David C. Anchin Center Series). Ablex Publishing, 2001.

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21

Wallace, Kendra R. Relative/Outsider: The Art and Politics of Identity Among Mixed Heritage Students (Contemporary Studies in Social and Policy Issues in Education: The David C. Anchin Center Series). Ablex Publishing, 2001.

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22

Maynard, Trisha. Boys and Literacy: Exploring the Issues (Language and Literacy Inaction). RoutledgeFalmer, 2002.

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23

Maynard, Trisha. Boys and Literacy: Exploring the Issues (Language and Literacy Inaction). RoutledgeFalmer, 2002.

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24

Preservice Art Education: Issues & Practice. National Art Education Association (NAEA), 1995.

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25

Contemporary Issues in Art Education. Prentice Hall, 2001.

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26

Gaudelius, Yvonne, and Peg Speirs. Contemporary Issues in Art Education. Prentice Hall, 2001.

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27

Brennan, Frank, and Liz Gwyther. Human rights issues. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0101.

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Despite significant advances, there are major deficits in the provision of palliative care throughout the world. Issues including inadequate access to essential medications, lack of education of health professionals, absent national policies on palliative care and pain management, poverty, lack of infrastructure, and social and political dislocation all challenge this provision. One response to these deficits has been advocacy stating that palliative care is a basic human right. This chapter examines the history and foundations of this concept, the response of the United Nations and other international bodies, and the practical ways a human rights approach can advance advocacy for, and the provision of, palliative care.
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28

Furlong, William. Issues in Art and Education: The Dynamics of Now (Issues in Art and Education). Tate Gallery Publishing, 2000.

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29

Lynn, Galbraith, and National Art Education Association, eds. Presevice art education: Issues and practice. The National Art Education Association, 1995.

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30

Art Education Issues in Postmodernist Pedagogy. National Art Education Association (NAEA), 1996.

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31

Farnham, Nicholas H., and Adam Yarmolinsky, eds. Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.001.0001.

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Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition. Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum. The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.
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32

Maychell, K., and Andy Stillman. Choosing Schools: Parents, Leas and the 1980 Education Act. Delmar Pub, 1987.

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33

Peterkin, Allan D., and Anna Skorzewska. Health Humanities in Post-Graduate Medical Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.001.0001.

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Arts and humanities education is widespread in undergraduate but almost nonexistent in postgraduate medical education where it is arguably more helpful. This book fills that gap. It covers a wide range of arts and humanities subjects including film, theatre, narrative, visual art, history, ethics, and social sciences. Each chapter provides not only 1) a literature review of the relevant subject in postgraduate medical education and, where helpful, undergraduate medical education but 2) a theoretical discussion of the subject as it relates to medicine and medical education 3) challenges to implementing arts and humanities programming and 4) appendices with a number of different and relevant resources as well as sample lesson plans. There is a chapter on the use of humanities in interprofessional education, a domain whose importance has recently gained prominence. Finally there are also chapters guiding the medical humanities educator on evaluating the impact of their programs, an ever-present challenge, and on the thorny issue of how to fund programs in medical humanities.
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34

Little, Bruce E. Secondary Art Education: An Anthology of Issues. National Art Education Association (NAEA), 1991.

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35

Art, culture, and education issues in Malaysia. Library of Congress Office, 2009.

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36

E, Little Bruce, and National Art Education Association, eds. Secondary art education: An anthology of issues. National Art Education Association, 1990.

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37

MacDougall, Jill, and P. Stanley Yoder. Contaminating Theatre: Intersections of Theatre, Therapy, and Public Health (Psychosocial Issues). Northwestern University Press, 1998.

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38

(Editor), Jill MacDougall, and P. Stanley Yoder (Editor), eds. Contaminating Theatre: Intersections of Theatre, Therapy, and Public Health (Psychosocial Issues). Northwestern University Press, 1998.

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39

Ashwin, Paul, and Jennifer M. Case. Higher Education Pathways: South African Undergraduate Education and the Public Good. African Minds, 2018. http://dx.doi.org/10.47622/9781928331902.

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In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.
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40

Della Porta, Donatella, Lorenzo Cini, and César Guzmán-Concha. Contesting Higher Education. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529208627.001.0001.

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This close investigation of student protests represents the first comparative review of the subject. Setting the wave of demonstrations within the contexts of student activism, social issues, and political movements, the book casts new light on their impact on higher education and on the broader society. The book begins with an overview of the analysis of transformation in higher education (HE) policies and student politics, linking them to research on the policy outcomes of social movements. HE policies have been shaped by various waves of student mobilization. Students have often been important actors in contentious politics, mobilizing on all main cleavages in society and often stimulating spin-off movements, as well as affecting institutional politics at large. Student protests are therefore affected by public policies at least as much as they affect them. The book focuses on these complex interactions, aiming at understanding the development of student protests within neoliberal universities. It explores four episodes of student contestation over HE reforms, which have recently taken place in Chile, Quebec, England, and Italy. In light of the findings, the book reflects on the impacts of neoliberal policies in contentious politics and point at the relevance of coalitions for a sustained impact of mobilization campaigns. The discussion also points toward the student movements' effects in terms of empowerment, the triggering of spill-over movements, and transformations in electoral and party politics. Offering sophisticated new theoretical arguments based on fascinating empirical work, the insights and conclusions revealed in this study are of value to anyone with an interest in social, political, and related studies.
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41

Quinn, Therese M. Art and Social Justice Education. Routledge, 2012. http://dx.doi.org/10.4324/9780203852477.

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42

Gunter, Helen M. The Politics of Public Education. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447339588.001.0001.

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At a time when public education and reform agendas are changing the way we approach education, this book critically examines the key issues facing the public with implications for education policy makers, professionals and researchers. Drawing on empirical evidence gathered over 20 years, the book confronts current issues about social justice and segregation. The book uses Arendtian ideas to help the reader to ‘think politically’ about education and how and why public services education can be reimagined for the future.
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43

Ellen, Altman, and Hernon Peter, eds. Research misconduct: Issues, implications, and strategies. Ablex Pub. Corp., 1997.

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44

Global Perspectives on Social Issues: Education (Global Perspectives on Social Issues). Lexington Books, 2003.

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45

K, Tamakloe E., ed. Issues in social studies education. Black Mask, 1994.

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46

K, Tamakloe E., ed. Issues in social studies education. 2nd ed. Ghana Universities Press, 2008.

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47

L, Nyman Andra, and Jenkins Anne M, eds. Issues and approaches to art for students with special needs. National Art Education Association, 1999.

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48

Art education in the social studies. ERIC Clearinghouse for Social Studies/Social Science Education, Indiana University, 1995.

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49

Olsen, Jan Abel. The social environment and health. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794837.003.0007.

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This chapter explores three main issues related to the analyses of the social gradient in health: correlations, causations, and interventions. Observed correlations between indicators of socioeconomic position and health do not imply that there are causations. The usefulness of various indicators is discussed, such as education, income, occupation categories, and social class. A causal pathway is presented that suggests a chain from early life circumstances, via education, occupation, income, and perceived status onto health. The chapter ends with a discussion of various policy options to reduce inequalities in health that are caused by social determinants.
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50

(Editor), Georgia Collins, and Renee Sandell (Editor), eds. Gender Issues in Art Education Content, Contexts and Strategies. National Art Education Association (NAEA), 1996.

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