Art Education for Social Inclusion and Diverse Communities

Authors

• Maria Huhmarniemi University of Lapland
• Mirja Hiltunen University of Lapland

DOI: https://doi.org/10.54916/rae.141433

Abstract

Since the 1990s, the exploration of dialogic and educational approaches within the realm of international contemporary art has spurred art educators and scholars to devise strategies that extend beyond the confines of the classroom, and formal education. This direction of art and art education emphasizes a keen awareness of the strengths inherent in communities and localities, encompassing their unique cultures, histories, and meaningful encounters between community members, generations, and diverse cultural minorities (Hiltunen, 2009; Huhmarniemi et al., 2021). Socially engaged art and community-based art education align with dialogic aesthetics, a framework in which art unfolds through an internal dialogue within a community.