Our #NewBooksofTheWeek are: ‘Including Difference’ and ‘Inquiry in Action’

Including Difference: A Communitarian Approach to Art Education in the Least Restrictive Environment and Inquiry in Action: Paradigms, Methodologies and Perspectives in Art Education were recently added to our collection. Both of these books can be found on the “New Book Shelf” in Waterfield Library.

‘Including Difference,’ by Michelle Kraft and Karen Keifer-Boyd

Strategies for the inclusion of individuals who experience moderate to severe disabilities into the art class community in a fully participatory way. Including Difference combines concepts related to analysis of the current special education law and case law, issues related to preservice teacher education, and strategies to address the varied needs of a broad spectrum of learners within the art class setting. This book contributes to the small but growing body of literature on current special education law and inclusion practices in the art class environment at a time when teacher certification programs are reexamining curriculum for integrated and stand-alone courses that meet increasing state expectations for addressing educational diversity. — National Art Education Association

‘Inquiry in Action,’ edited by Kathy Marzilli Miraglia and        Cathy Smilan

Inquiry in Action helps graduate students or first-time researchers gain an understanding of the various conditions for investigation. The authors define terminology used in art education research, discussing and providing exemplars of how various paradigms, methodologies, and perspectives are best suited to a question-driven examination. With its many research methods covered—both theoretical and practical—this book offers resources for inquiry and action in the field of art education for scholars, pK-16 art teachers, researchers and practitioners in other disciplines, administrators, policy makers, and interested community members. Inquiry in Action will well serve art education researchers and grad students, both novice and experienced, as they learn about constructing new knowledge or challenging past and present assumptions. —National Art Education Association


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