Queen Margaret University, Edinburgh, Scotland
Who selects which established knowledge from history to use in arts education and outreach? Culturally biased definitions of quality and established knowledge produce a creative vacuum and prohibit artistic diversity. Additionally, traditional approaches to education and outreach can propagate historic systems of oppression and bias, leaving many voices missing or minimized in mainstream arts conversations. Consequently, many people do not see their identities reflected in the arts or feel empowered to participate. This session explores collaborative, problem-posing approaches to arts education and outreach that challenge political patterns of exclusion. Problem-posing generates dialogue and requires us to examine the relevance of established knowledge against a range of diverse identities. This session will also examine successful examples of problem-posing arts education and outreach. By cultivating responsive conversation, arts education and outreach can move away from the creative vacuum of culturally biased knowledge to enfranchise a more equitable, vibrant, and global community.