Looking beyond COVID-19: Arts Education Policy Implications and Opportunities

Autor/inn/en	Dik, David A.; Morrison, Robert; Sabol, F. Robert; Tuttle, Lynn
Titel	Looking beyond COVID-19: Arts Education Policy Implications and Opportunities
Quelle	In: Arts Education Policy Review, 123 (2022) 3, S.160-168 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tuttle, Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2021.1931603
Schlagwörter	COVID-19; Pandemics; Art Education; Educational Policy; Elementary Secondary Education; Barriers; Financial Support; Access to Education; At Risk Students; Educational Resources; Equal Education; Racism; Low Income Students; Standards; Scheduling; Teacher Education Programs; Educational Technology; Art Teachers; Achievement Gains; Accountability; Social Emotional Learning; Economic Climate; Educational Finance; Federal Aid; Federal Legislation + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Politics of education; Bildungspolitik; Finanzielle Förderung; Access; Zugang; Bildungszugang; Bildungsmittel; Rassismus; Standard; Disposition; Unterrichtsmedien; Art teacher; Kunsterzieher; Kunsterzieherin; Achievement gain; Leistungssteigerung; Verantwortung; Wirtschaftslage; Bildungsfonds; Bundesrecht
Abstract	In this concluding article for the special issue on COVID-19 and K-12 arts education, the authors look forward to some positive possible changes for the delivery of arts education as students return to school past COVID-19 and will address some of the barriers to these positive changes, including policy opportunities and implications. The barriers discussed are not new to arts education -- resource and funding challenges, a focus on remediation pulling students from arts classes, and a continued inequitable access to arts education for students in poverty and students of color. The article will discuss how the pandemic has exacerbated some of these long-standing challenges, as well as ways to address those challenges from a policy perspective as well as through advocacy work at the federal, state, and local levels. The article suggests ways to rethink how we approach areas of educational policy, particularly the accountability structures of public education, in order to address inequitable access now and in the long term. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01