Abstract
Arts experiences are beneficial, even integral, to the emotional, social, and cognitive development of young children. Public education’s current system of accountability and assessment, however, has led to the demise of arts programs across the country, particularly in poor rural and urban neighborhoods. At the same time, overdependence on mass-produced textbooks and standardized tests threatens to devalue the role of local and home culture in children’s lives. The ensuing depersonalization of education negatively impacts children’s creative self-expression, and disengages schools from their communities. This chapter examines current trends related to the arts and culture in the classroom, and suggests an alternative approach, designed to enhance learning, as well as student and teacher engagement with local art and culture, through interdisciplinary place-based education.
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Purnell, P.G. (2011). Revolutionary Pedagogy: Art, Culture, and Place-Based Education in an Era of Standardization. In: Fennimore, B., Goodwin, A. (eds) Promoting Social Justice for Young Children. Educating the Young Child, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0570-8_8
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