Further Publications

Bolden, B., Corcoran, S., Kukkonen, T., Newberry, J., & Rickey, N. (2024). Arts for transformative education: a guide for teachers from the UNESCO Associated Schools Network. Paris & Ottawa: UNESCO and the Canadian Commission for UNESCO.

Abstract!

UNESCO’s vision of transformative education involves building learners’ capacities and empowering them to take action for a more peaceful and sustainable world. The arts offer tremendous potential for supporting learning that transforms individuals and communities. To fully realize that potential, teachers need to structure and support educational experiences that optimize what students will take away from them.

This guide presents the research-informed Arts for Transformative Education model, a pioneering approach and thinking tool for teachers. The model was developed from data provided by over 600 teachers of the UNESCO Associated Schools network from 39 countries.

Twelve Learning Experience Descriptions illustrate in detail how the Arts for Transformative Education model functions in real-world learning projects from around the globe. Twelve Learning Experience Snapshots provide additional project examples. Guidelines for Teachers outline a step-by-step process for activating arts learning to empower transformative education.

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Wilson, E., Jeanneret, N., Selkrig, M., Hillman, J., & Bolden, B. (2023). Arts education imperatives: Connecting the globe. International Journal of Education & the Arts, 24(4).

Abstract!

At a time of uncertainty Arts Education continues to offer powerful learning possibilities for being in, and with, the world. While it is crucial to research these possibilities in our own communities, clearly, engaging and collaborating with colleagues from various global contexts and cultures offers great potential. These interactions can develop our understandings of common and disparate issues related to arts education from a range of perspectives and allow us greater impact in the work we do. The Arts Education Research for Cultural Diversity and Sustainable Development network is an international think tank and part of the UNESCO UNITWIN program supporting arts education academics to collaborate and engage in interdisciplinary discussions and research initiatives. In this article we outline the distillation of previous and current research from this group and affiliates to identify four key areas of arts education research that have global relevance and significance. We argue that these four “imperatives”—decolonisation; cultural resilience; inclusion, agency, and wellbeing; and the post-digital age—not only represent a snapshot of current research in arts education but provide a focus for future research and collaborations critical in a pandemic and post-pandemic world. We invite arts education scholars to join us in the discussion.

>> Link to publication!