{"title":"Post COVID-19: access to an arts education for all students","authors":"Ryan M. Hourigan","doi":"10.1080/10632913.2022.2059730","DOIUrl":null,"url":null,"abstract":"Abstract This article serves as an introduction to issue number 124 (4). In this issue of Arts Education policy Review, the authors have focused on access, policy, and students who are disadvantaged because of different abilities, poverty, race, class, and other barriers. In addition, the authors represent educators from a cross-section of stakeholders including in-service arts teachers, community engaged therapists, college teacher educators, and schools district administrators. It is hoped that by examining these important topics from the perspective of many stakeholders, we can begin a policy shift toward more equal experiences for all students in the United States.","PeriodicalId":37632,"journal":{"name":"Arts Education Policy Review","volume":"124 1","pages":"228 - 231"},"PeriodicalIF":0.0000,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Arts Education Policy Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10632913.2022.2059730","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract This article serves as an introduction to issue number 124 (4). In this issue of Arts Education policy Review, the authors have focused on access, policy, and students who are disadvantaged because of different abilities, poverty, race, class, and other barriers. In addition, the authors represent educators from a cross-section of stakeholders including in-service arts teachers, community engaged therapists, college teacher educators, and schools district administrators. It is hoped that by examining these important topics from the perspective of many stakeholders, we can begin a policy shift toward more equal experiences for all students in the United States.
期刊介绍：
Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.
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