Student Voice in Curriculum Revision and Classroom Practices for Better Inclusivity in Arts Higher Education

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Voicing Experiences in Arts Education (Table 1)

Abstract

The value of elevating the voices of students and their unique experiences has been recognized as not only an asset to the classroom environment but also to shaping their own education (Hipolito-Delgado, Stickney, Kirshner, & Donovan, 2024). From policy reform to rewriting laws, recognizing students as primary stakeholders assists educational institutions in creating more equitable and inclusive places of learning. Taking into account previous models of successful faculty-student partnerships across the country and abroad, research was conducted with university art students from diverse backgrounds to highlight best practices of inclusivity in post-secondary arts classrooms. From this work an Inclusive Arts & Design Framework was created to be used as a model for future implementation in curriculum development and improvement.

Authors

• Beatrice CareyCarter, Rowan University

• Elizabeth Shores, Rowan University

• Arielle Sosland, Rowan University