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Thematische Bibliographien / Artistic and social education / Bücher

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Bücher zum Thema „Artistic and social education“

Autor: Grafiati

Veröffentlicht am 9. November 2024

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1

1969-, Hart Thomas E., und Friedrich Nietzsche Society Conference, Hrsg. Nietzsche, culture and education. Farnham, Surrey: Ashgate, 2009.

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2

1969-, Hart Thomas E., und Friedrich Nietzsche Society Conference, Hrsg. Nietzsche, culture and education. Farnham, Surrey: Ashgate, 2009.

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3

1969-, Hart Thomas E., und Friedrich Nietzsche Society Conference, Hrsg. Nietzsche, culture and education. Farnham, Surrey: Ashgate, 2009.

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4

Marino, Dian. Wild garden: Art, education, and the culture of resistance. Toronto: Between The Lines, 1997.

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5

Bularga, Tatiana, M. Tetelea, L. Graneţkaia, L. Evdochimov und L. Poh, Hrsg. "Educaţia artistică în contextul mediului social-cultural al sec. al XXI-lea", conf. şt.-practică intern. (2013 ; Bălţi). Educaţia artistică în contextul mediului social-cultural al sec. al XXI-lea : Materialele conf. şt.-practice intern., Bălţi, 7-8 noiem. 2013 = Artistic Education in the Context of the Socio-Cultural Environment of the 21st Century. Ch.: Şagius-Grafic, 2014.

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6

L, Kalaberda V., Kupet︠s︡ L. A und Kalaberda A. B, Hrsg. Perspektivy razvitii︠a︡ khudozhestvennogo obrazovanii︠a︡ v mestakh kompaktnogo prozhivanii︠a︡ karelov: Sbornik materialov nauchno-prakticheskoĭ konferent︠s︡ii, 21-22 apreli︠a︡ 2006 g. Petrozavodsk: Izd-vo Petrozavodskogo universiteta, 2006.

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7

J, Moody William, und Artistic Intelligences Conference (1989 : University of South Carolina), Hrsg. Artistic intelligences: Implications for education. New York: Teachers College Press, 1990.

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8

editor, Miranda Fernando author, Camnitzer Luis 1937 author und Gogan Mónica contributor, Hrsg. No fue posible encontrar lo que buscabamos: Reflexiones sobre practicas culturales, acciones artisticas y educacion. Montevideo: Ediciones CasaMario, 2021.

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9

Silvia, Sitton, und Fondazione Giovanni Agnelli, Hrsg. Non di sola arte: Viaggio in Italia tra voci e numeri della giovane arte contemporanea. Torino: Fondazione Giovanni Agnelli, 2007.

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10

Griffith, Julie. Social Education Unit. London: Islington Youth Service, 1994.

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11

Skubikowski, Kathleen, Julia Alvarez, Catharine Wright und Roman Graf. Social Justice Education. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447009.

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12

ERIC Clearinghouse on Adult, Career, and Vocational Education., Hrsg. Popular education: Adult education for social change. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1997.

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13

Downs, Wesley Charles. Personal and social education as moral education. Birmingham: University of Birmingham, 1986.

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14

Sewell, Dennis. Personal and social education in special education. [Walsall?]: [West Midlands College of Higher Education?], 1988.

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15

Nganga, Lydiah, und John Kambutu. Social justice education, globalization, and teacher education. Charlotte, North Carolina: Information Age Publishing, Inc., 2016.

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16

Rudowski, Tomasz. Scientific bases of artistic education with art-therapy. Warsaw: Warsaw University, Institute of Social Prevention and Resocialization, 2011.

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17

Robb, William M. Values education for more effective: Moral education, religious education, citizenship education, health education, sex education, environmental education, alcohol education, multicultural education, and personal and social education. Aberdeen: Centre for Alleviating Social Problems Through Values Education, 1996.

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18

Kertz-Welzel, Alexandra. Rethinking Music Education and Social Change. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197566275.001.0001.

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Annotation:

The arts and particularly music are well-known agents for social change. They can empower, transform, or question. They can be a mirror of society’s current state and a means of transformation. They are often the last refuge when all attempts at social change have failed. But are the arts able to live up to these expectations? Can music education cause social change? This book offers timely answers to these questions. It presents an imaginative, yet critical approach. It is optimistic and realistic. It rethinks music education’s relation to social change and offers a new vision in terms of music education as utopian theory and practice. This allows one to unearth the utopian energy of the music education profession and to openly imagine how the world could be otherwise—while at the same time critically scrutinizing respective conceptions. Utopia, being an important topic in sociology and political science, offers a new tradition of thinking and a scholarly foundation for music education’s relation to social change. However, music education is not only a means for social transformation. It also has artistic and aesthetic dimensions. Thus, connecting music education with utopia leads to two approaches in terms of politically or socially responsive music education and “esthetic” music education. Rethinking music education and social change within the framework of utopia offers much-needed opportunities for reconceptualizing music education in the 2020s.

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19

Hart, Thomas E. Nietzsche, Culture and Education. Taylor & Francis Group, 2017.

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20

Hart, Thomas E. Nietzsche, Culture and Education. Taylor & Francis Group, 2017.

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21

Hart, Thomas E. Nietzsche, Culture and Education. Taylor & Francis Group, 2017.

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22

Henri Lefebvre and Education: Space, history, theory (New Directions in the Philosophy of Education). Routledge, 2013.

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23

Trulsson, Ylva Hofvander, und Pamela Burnard. Bourdieu and the Sociology of Music Education. Taylor & Francis Group, 2016.

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24

Trulsson, Ylva Hofvander, und Pamela Burnard. Bourdieu and the Sociology of Music Education. Taylor & Francis Group, 2016.

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25

Trulsson, Ylva Hofvander, und Pamela Burnard. Bourdieu and the Sociology of Music Education. Taylor & Francis Group, 2016.

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26

Trulsson, Ylva Hofvander, Pamela Burnard und Johan Söderman. Bourdieu and the Sociology of Music Education. Taylor & Francis Group, 2020.

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27

Bourdieu and the Sociology of Music Education. Taylor & Francis Group, 2016.

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28

Kang, Dae Joong. Life and Learning of Korean Artists and Craftsmen: Rhizoactivity. Taylor & Francis Group, 2015.

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29

Kang, Dae Joong. Life and Learning of Korean Artists and Craftsmen: Rhizoactivity. Taylor & Francis Group, 2015.

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30

Kang, Dae Joong. Life and Learning of Korean Artists and Craftsmen: Rhizoactivity. Taylor & Francis Group, 2017.

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31

Kang, Dae Joong. Life and Learning of Korean Artists and Craftsmen: Rhizoactivity. Taylor & Francis Group, 2015.

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32

Youth in Postwar Guatemala: Education and Civic Identity in Transition. Rutgers University Press, 2017.

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33

Bellino, Michelle J. Youth in Postwar Guatemala: Education and Civic Identity in Transition. Rutgers University Press, 2017.

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34

Bellino, Michelle J. Youth in Postwar Guatemala: Education and Civic Identity in Transition. Rutgers University Press, 2017.

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35

Bellino, Michelle J. Youth in Postwar Guatemala: Education and Civic Identity in Transition. Rutgers University Press, 2017.

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36

Teaching the Rhetoric of Resistance: The Popular Holocaust and Social Change in a Post 9/11 World (Education, Psychoanalysis, Social Transformation). Palgrave Macmillan, 2007.

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37

Loveless, Natalie. How to Make Art at the End of the World: A Manifesto for Research-Creation. Duke University Press, 2019.

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38

The education of Mr. Mayfield: An unusual story of social change at Ole Miss. Winston-Salem, N.C: John F. Blair, Publisher, 2009.

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39

Jenoure, Terry. Navigators: African American Musicians, Dancers and Visual Artists in Academe (Suny Series, the Social Context of Education). State University of New York Press, 1999.

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40

Jenoure, Terry. Navigators: African American Musicians, Dancers, and Visual Artists in Academe (Suny Series, the Social Context of Education). State University of New York Press, 1999.

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41

Loveless, Natalie. How to Make Art at the End of the World: A Manifesto for Research-Creation. Duke University Press, 2019.

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42

How to Make Art at the End of the World: A Manifesto for Research-Creation. Duke University Press, 2019.

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43

Kantian Genesis of the Problem of Scientific Education: Emergence, Development and Future Prospects. Taylor & Francis Group, 2020.

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44

Nejadmehr, Rasoul. Kantian Genesis of the Problem of Scientific Education: Emergence, Development and Future Prospects. Taylor & Francis Group, 2020.

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45

Harlemville. Göttingen: Steidl Mack, 2003.

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46

Prokop, Rainer, und Rosa Reitsamer, Hrsg. Higher Music Education and Employability in a Neoliberal World. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350266995.

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Annotation:

In recent years, a growing body of research has been reassessing the role of higher music education institutions in light of the challenges posed by the dominant neoliberal economic system and the growing sensitivity to the reproduction of social inequalities in access to higher education and the labour market. This open access book offers international and interdisciplinary insights into these processes and practices and by examining the learning cultures, curricula designs and emancipatory initiatives within higher music education institutions. Drawing together empirical case studies from Austria, France, Germany, Italy, the Netherlands, Portugal, Switzerland, the UK and the USA, the authors explore the multifaceted ways to transition from study to work and the world of uncertainty and job insecurity currently experienced by a younger generation of musicians. Contributions shed light on the reactions of higher music education institutions to the neoliberal restructuring of the educational field and take a fresh look at the master-apprentice model of teaching and learning. They look at the discourses surrounding employability and artistic standards that form the traditional foundation of conservatoire education but also create the environment for unequal power relations and sexual misconduct. The authors also examine how gender, class and race/ethnicity pervade the creation and performance of music, and highlight alternative pedagogical strategies that fight discrimination and violence to bring about equity and empowerment. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by University of Music and Performing Arts Vienna.

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47

Goodwin, John A. Without Destroying Ourselves: A Century of Native Intellectual Activism for Higher Education. University of Nebraska Press, 2022.

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48

Without Destroying Ourselves: A Century of Native Intellectual Activism for Higher Education. University of Nebraska Press, 2022.

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49

Delgado, Melvin. Social Youth Entrepreneurship. Greenwood Publishing Group, Inc., 2004. http://dx.doi.org/10.5040/9798216016151.

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Youth policies in the United States-especially for economically and socially disadvantaged children-are often characterized as fragmented, inadequate, antiquated, misguided, and, at worst, negligent or even harmful. The primary systems mandated to serve youth often coexist as if in parallel universes, often at odds with each other regarding goals, priorities, and resources. To address these deep-seated problems and propose a dynamic alternative, Delgado applies extensive field research and insights from economics, urban studies, social work, and psychology, to introduce a new paradigm, social youth entrepreneurship. This approach to youth and community development integrates education, work experience, and counseling to create economic opportunities and prepare today’s youth for tomorrow’s challenges. A popular dictum states that our children are our future. Nevertheless, youth policies in the United States-especially for economically and socially disadvantaged children-are often characterized as fragmented, inadequate, antiquated, misguided, and, at worst, negligent or even harmful. The primary systems mandated to serve youth often coexist as if in parallel universes, often at odds with each other regarding goals, priorities, and resources. To address these deep-seated problems and propose a dynamic alternative, Delgado applies insights from a variety of fields, including economics, urban studies, social work, and psychology, to introduce a new paradigm, social youth entrepreneurship. Drawing from extensive field research, and showcasing the experiences of several innovative programs, including Food from the Hood in Los Angeles and Young Aspirations/Young Artists in New Orleans, Delgado outlines an approach to youth and community development that integrates education, work experience, and counseling. The positive results include motivating young people to sharpen their analytical and interpersonal skills, inspiring them to contribute to their communities, and preparing them to become productive members of the workforce. Meanwhile, Delgado offers practical recommendations for educators, community leaders, local businesses, and policymakers alike to support such programs.

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50

Saldívar-Hull, Sonia. El Mundo Zurdo 7: Selected Works from the 2018 Meeting of the Society for the Study of Gloria Anzaldua. Aunt Lute Books, 2019.

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