Hard-won joy

Equity through collaboration

Dados Bibliográficos

ID4823786
AutoresEileen Landay (0000-0002-3068-5157, Education, Brown University, Providence, Rhode Island, USA, autor correspondente), Shirley Brice Heath (Anthropology, Stanford University, Stanford, California, USA)
Ano2021
Volume60
Fascículo1
Páginas103-112
Data de publicação2021-01-02
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoTheory Into Practice (JOURNAL)
Identificadores do periódicoISSN: 0040-5841 • E-ISSN: 1527-2532
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2020.1829381
OpenAlexW3092098738
IdiomaEN
Citações recebidas1
Referências citadas4

Schools, community organizations, and major cultural entities can address educational inequities by engaging parents and children in arts processes, projects, and performances. Three cases featuring work in the arts show promise in contributing to the positive academic and social development of learners across the socio-economic spectrum. Â Learning science principles stand behind the practice of shifting roles, a practice that research shows to be highly effective means of boosting learning. Two cases describe direct school-home activities in which students take on the role of creative historians and produce new types of materials for peers, family, and community members. A third case, based on principles from design research, describes Public Works, a program started in 2013 by the Public Theater in New York City. The authors summarize using four metaphors related to the learning sciences that address equity issues by constructing a robust dialectic between social responsibility and imagination

Dialectic · Equity (law · Pedagogy · Political science · Public relations · Sociology · The arts · Digital Storytelling and Education · Educational Environments and Student Outcomes · Psychology · Teacher Education and Leadership Studies