Abstract
The Arts in Education Master’s program (AIE) at the Harvard Graduate School of Education now has almost twenty years’ experience in bringing students together across both artistic domains and educational settings (in and out of school, museums, community arts centers, etc.). Countering the various divides that have fragmented the arts education sector is challenging and requires the development of an entirely different culture in that sector—a culture of solidarity, not a culture of silos. This chapter examines those challenges—how they exist within the program and what happens when students are encouraged to create a culture of solidarity and connection.
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Acknowledgment
The author wishes to acknowledge the special contributions to this essay made by Juliet Biagi, Eleanor Burke, Angela Fisher, Hannah Hanssens-Reed, Sophia Herscu, Stacey Kahn, Elizabeth McCleskey, Jack Nicolaus, and Indra Raj. Indeed, all of the students in the AIE 2014–15 cohort, as well as my Teaching Fellows, informed and inspired this work and this chapter is dedicated to them.
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Seidel, S. (2016). Toward a Culture of Solidarity: Reshaping the Arts Sector in Education. In: Hoffmann Davis, J. (eds) Discourse and Disjuncture between the Arts and Higher Education. The Arts in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-55243-3_10
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DOI: https://doi.org/10.1057/978-1-137-55243-3_10
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