Benjamin Jörissen, Leopold Klepacki, and Ernst Wagner
Research in arts education is characterized by a tension between presupposed theoretical concepts about “arts” and “education,” on the one hand, and the global field of untheorized arts education practices, on the other hand. This complexity is greatly magnified by the various historical and cultural understandings that characterize both the institutionalization of the arts as well as arts education itself. The fact that research traditions are themselves closely connected to a particular field of arts education adds an additional dimension to this complex question: according to our meta-studies relating to arts education-research, it is particularly evident that (1) Western and Eurocentric biases are quite dominant in this research field and that (2) well-established (Western, highbrow) art genres are dominating the research landscape, tying specific research styles, research interests, and objectives toghether.
To avoid normative and potentially hegemonial biases resulting from this situation, we analyze various arts education research approaches according to their the ontological, epistemological, and methodological anchorings. Based upon this, we develop a general meta-model of arts education research, combining a typology of perspectives defining arts education research and a set of dispositive dichotomies constitutive for this field.
Eva Zygmunt, Kristin Cipollone, Patricia Clark, and Susan Tancock
Community-engaged teacher preparation is an innovative paradigm through which to prepare socially just, equity-focused teachers with the capacity to enact pedagogies that are culturally relevant, responsive, and sustaining. Operationalized through candidates’ situated learning in historically marginalized communities, this approach emphasizes the concerted cultivation of collaborative relationships among universities, communities, and schools; the elevation of funds of knowledge and community cultural wealth; and an in-depth analysis of social inequality and positionality, and the intersections between the two, as essential knowledge for future teachers. As a means through which to address the persistent achievement gap between racially, socioeconomically, and linguistically nondominant and dominant students, community-engaged teacher preparation is a prototype through which to advance educational equity.