Widening Participation Creatively: Creative Arts Education for Social Inclusion

Autor/inn/en	Felton, Emma; Vichie, Krystle; Moore, Eloise
Titel	Widening Participation Creatively: Creative Arts Education for Social Inclusion
Quelle	In: Higher Education Research and Development, 35 (2016) 3, S. 447-460Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2015.1107881
Schlagwörter	Forschungsbericht; Creativity; Creative Activities; Art Education; Higher Education; Foreign Countries; Partnerships in Education; School Involvement; College Students; Learner Engagement; Socioeconomic Status; Case Studies; Outreach Programs; Surveys; Models; Qualitative Research; Delivery Systems; Australia + Suchen Sie Ihr Suchwort? Kreativität; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Hochschulpartnerschaft; Schulmitwirkung; Collegestudent; Socio-economic status; Sozioökonomischer Status; Case study; Fallstudie; Case Study; Jobcoaching; Survey; Umfrage; Befragung; Analogiemodell; Qualitative Forschung; Auslieferung; Australien
Abstract	University participation among students from low socio-economic backgrounds in Australia is low and nationwide strategies are in place to help bridge the gap. This article presents a preliminary evaluation of a creative arts-based outreach program to raise awareness and aspiration for university study among students from low-income backgrounds. The program is part of a national Australian federally funded initiative, the Higher Education Participation and Partnerships Program. It reviews an outreach advertising program facilitated by a Brisbane university. We argue that arts education has a particular role in provoking attitudinal change, due to the self-reflective, meaning-making and expressive characteristics of arts-based disciplines. In evaluating the advertising program, the value of creativity and trust as techniques of student engagement is considered. Evaluation occurred in two outer suburban high schools in Brisbane (a State capital city), using surveys and ethnographic fieldwork. The findings support an engagement model that employs creativity and uses student facilitators (undergraduate and postgraduate) to deliver the program, to meet the program's aims. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01