This comprehensive volume highlights and centers untold histories of education at the Museum of Modern Art (MoMA) from 1937 to 2020, using the critical voices of artists, scholars, designers, and educators. Exploring these histories as transformative and paradigm-shifting in museum education, it elevates MoMA educators as vocal advocates for harnessing the educational power that museums inherently possess. Divided into three interlinked parts, the first sheds light on the early educational endeavors of the museum while analyzing the context of art education in the United States. The second part focuses on the tenures of Victor D’Amico and Betty Blayton, utilizing the MoMA archives as a primary resource. It includes essays by Ellen Winner, Luis Camnitzer, Susan E. Cahan, Michelle Millar Fisher, HECTOR (Jae Shin & Damon Rich), Gregory Sholette, Carol Duncan, Moreen Maser, Nana Adusei-Poku, Carmen Mörsch, Rika Burnham, Donna M. Jones, and José Ortiz. The third part presents the perspectives of William Burback, Philip Yenawine, Patterson Sims, Deborah F. Schwartz, and Wendy Woon as former MoMA Directors of Education in their own words and considers the forces that shaped their work. This timely and unique exploration ultimately aims to trace and understand the fundamental and evolving concerns of a seemingly underexamined profession constantly striving to maintain relevance in an environment marked by institutional, social, and political uncertainty. Exploring the radical acts undertaken to keep the museum true to its original promise, it delineates the paradox whereby education is both central and invisible to the identity of MoMA and museums more broadly and re-centers the conception of the museum as an educational institution. It is designed for scholars, researchers, and post-graduate students interested in arts education, visual literacy, museum studies, and communication studies.

"Kevin Gannon asks that the contemporary university's manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are teaching's primary audience and beneficiaries, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from imposter syndrome to cellphones in class to allegations of a campus "free speech crisis"--

George E. Hein explores the impact on current museum theory and practice of early 20th-century educational reformer John Dewey’s philosophy, covering philosophies that shaped today’s best practices.

The Making of the American Creative Class narrates the history of workers in New York's publishing, advertising, design, and broadcasting industries and their efforts to improve their working conditions, set against the backdrop of the economic dislocations of twentieth-century capitalism.

This text introduces readers to definitions and examples of arts-based educational research, presents tensions and questions in the field, and provides exercises for practice. It weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of artistic products of arts-based research (arts for scholarship’s sake) that illuminate by example. Each artistic example is accompanied by a scholARTist’s statement that includes reflection on how the work of art relates to the scholar’s research interests and practices. Arts-Based Research in Education: Foundations for Practice: helps the reader understand what arts-based research is – tracing the history of the field and providing examples; includes end-of-chapter questions to engage students in practicing arts-based inquiry and to generate class discussion about the material; features a diverse range of contributors -- very established scholars in educational and social science research as well those new to the field; represents a variety of voices – scholars of color, queer and straight orientations, different ages, experience, and nationalities; and presents beautiful illustrations of visual art, data-based poems, plays, short stories, and musical scores. First-of its kind, this volume is intended as a text for arts-based inquiry, qualitative research methods in education, and related courses, and as a resource for faculty, doctoral students, and scholars across the field of social science research methods.

This open access edited volume provides theoretical, practical, and historical perspectives on art and education in a post-digital, post-internet era. Recently, these terms have been attached to artworks, artists, exhibitions, and educational practices that deal with the relationships between online and offline, digital and physical, and material and immaterial. By taking the current socio-technological conditions of the post-digital and the post-internet seriously, contributors challenge fixed narratives and field-specific ownership of these terms, as well as explore their potential and possible shortcomings when discussing art and education. Chapters also recognize historical forebears of digital art and education while critically assessing art, media, and other realms of engagement. This book encourages readers to explore what kind of educational futures might a post-digital, post-internet era engender.

After losing someone she loved, artist Candy Chang painted the side of an abandoned house in her New Orleans neighborhood with chalkboard paint and stenciled the sentence, "Before I die I want to _____." Within a day of the wall's completion, it was covered in colorful chalk dreams as neighbors stopped and reflected on their lives. Since then, more than four hundred Before I Die walls have been created by people all over the world. This beautiful hardcover book is an inspiring celebration of these walls and the stories behind them. Filled with hope, fear, humor, and heartbreak, Before I Die presents an intimate portrait of the dreams within our communities and a chance to ponder life's ultimate question.

A second edition of the classic introduction to arts in social movements, fully updated and now including Black Lives Matter, Occupy Wall Street, and new digital and social media forms of cultural resistance The Art of Protest, first published in 2006, was hailed as an “essential” introduction to progressive social movements in the United States and praised for its “fluid writing style” and “well-informed and insightful” contribution (Choice Magazine). Now thoroughly revised and updated, this new edition of T. V. Reed’s acclaimed work offers engaging accounts of ten key progressive movements in postwar America, from the African American struggle for civil rights beginning in the 1950s to Occupy Wall Street and Black Lives Matter in the twenty-first century. Reed focuses on the artistic activities of these movements as a lively way to frame progressive social change and its cultural legacies: civil rights freedom songs, the street drama of the Black Panthers, revolutionary murals of the Chicano movement, poetry in women’s movements, the American Indian Movement’s use of film and video, anti-apartheid rock music, ACT UP’s visual art, digital arts in #Occupy, Black Lives Matter rap videos, and more. Through the kaleidoscopic lens of artistic expression, Reed reveals how activism profoundly shapes popular cultural forms. For students and scholars of social change and those seeking to counter reactionary efforts to turn back the clock on social equality and justice, the new edition of The Art of Protest will be both informative and inspiring.

Teachers at all levels of education will find this book practical and inspiring as they read how other educators have engaged with challenges that reveal different dimensions of gratitude, and how some have discovered its relevance in gaining greater resilience, improved relationships and increased student engagement. In the first comprehensive text ever written that is solely dedicated to the specific relevance of gratitude to the teaching and learning process, Dr Howells pioneers an approach that accounts for both dilemmas and possibilities of gratitude in the midst of teachers’ busy and stressful lives. She takes a contemporary and philosophical view of the notion of gratitude and goes beyond its conceptualisation simply from a religious or positive psychology framework. Exploring real situations with teachers, school leaders, students, parents, academics and pre-service teachers - Gratitude In Education: A Radical View examines many of the complexities encountered when gratitude is applied in a variety of secular educational environments.