Inclusion in arts education raises fundamental questions: Who is included and who is excluded? And why does this matter? This book offers a theoretical perspective on these concerns, bringing together a range of themes and ideas that identify the absences in institutional thinking and suggest how we can work towards better theoretical and cultural understanding of inclusion in the field of arts education. The themes are drawn from recent critical and cultural theory such as critical race theory and critical disability studies, and explore the psychology of creativity and aesthetic and social practices in the arts curriculum. The authors suggest new ways of examining the arts and arts education for the benefit of all students and staff. The collection offers a new body of inclusive arts education writing that can be used by tutors, students, managers, curriculum leaders and policymakers in education and the arts. It will appeal to a broad audience, from schools to higher education; in particular it is aimed at teacher trainers, postgraduate students and doctoral researchers.
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