Developing Socially Responsive Competencies in Arts Administration Through Teaching Cases: Needs, Barriers, Debates & Possibilities for an Essential Pedagogy.
Case studies are integral to arts administration education, yet accessible materials on social justice topics remain scarce. Using a decolonial lens, this study employs a triangulation-based, mixed-methods design that incorporates surveys, focus groups, and a systematic review to examine existing te...
| Publicado en: | Journal of Arts Management, Law & Society Vol. 55; no. 5; pp. 249 - 267 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=188645373&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 188645373 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10632921 ARM jtl: Journal of Arts Management, Law & Society issn: 10632921 maglogo: N pubinfo: dt: 2025 vid: 55 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 188645373 10.1080/10632921.2025.2540993 ppf: 249 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.3MB tig: atl: Developing Socially Responsive Competencies in Arts Administration Through Teaching Cases: Needs, Barriers, Debates & Possibilities for an Essential Pedagogy. aug: au: Guo, Wen Flys, Elena S. V. Peters, Jeremy Badger Booth, Susan Clague, Mark affil: Florida State University, Tallahassee, FL, USA TAI University Center for the Arts, Madrid, Spain Wayne State University, Detroit, MI, USA Eastern Michigan University, Ypsilanti, MI, USA University of Michigan, Ann Arbor, MI, USA su: Social justice Inclusive education Participation Field research Intersectionality Educational resources Arts management Mixed methods research sug: subj: Social justice Inclusive education Participation Field research Intersectionality Educational resources Arts management Mixed methods research keyword: access Arts administration bias case study engaged learning pedagogy social justice Spain teaching & learning United States ab: Case studies are integral to arts administration education, yet accessible materials on social justice topics remain scarce. Using a decolonial lens, this study employs a triangulation-based, mixed-methods design that incorporates surveys, focus groups, and a systematic review to examine existing teaching cases and how instructors utilize them. Findings highlight barriers such as high costs, limited representation, and inadequate institutional support. We advocate for expanding peer-reviewed, open-access case studies that invite broader international perspectives. This study advocates for a more inclusive and equitable approach to arts administration education, equipping students to navigate social justice challenges in the arts sector more effectively. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Arts Management, Law & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Arts Management, Law & Society holder: Taylor & Francis Ltd dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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