This timely and compelling volume furthers understandings of contemporary art education in international contexts and the position of alternative art colleges in relation to the neoliberal academy and arts economy. Defining the concept of ‘co-operative education’ and articulating its centrality and relevance to the so-called alternative or autonomous art schools it examines, the book presents innovative explorations of its central topics such as art educator identities, the non-profitisation of arts studios, and the Anthropocene while drawing these into relation with important contemporary political and academic concerns such as decolonisation, feminism, and neoliberalism. Chapters showcase a range of international viewpoints, dialogues, and empirical research contributions from notable scholars, renowned artists, and experienced educators. This book will be of use to scholars, researchers, and postgraduate students in education policy and politics, arts education, and higher education. Members of professional bodies such as art historians, critics, and curators may also find the volume of interest.

Despite its size, quality, and economic impact, the arts community is not articulate about how they serve public interests, and few citizens have an appreciation of the myriad of public policies that influence American arts and culture. The contributors to this volume argue that U.S. policy can--and should--support the arts and that the arts, in turn serve a broad rather than an elite public. By encouraging policy-makers to systematically start investigating the crucial role and importance of all of the arts in the United States, The Arts and Public Purpose moves the field forward with fresh ideas, new concepts, and important new data.

This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.

"A guide to the press of the United Kingdom and to the principal publications of Europe, Australia, the Far East, Gulf States, and the U.S.A.

This volume develops a theoretical and critical foundation for understanding "maladministration"—the phenomena of harmful administrative and organisational behaviours in educational systems. Chapter authors provide theoretical and practice-based perspectives across international contexts regarding common destructive practices that occur in educational organisations, such as negligence and mistreatment of people, professional dishonesty, fraud and embezzlement, abuse of power, and corrupt organisational cultures. International Perspectives on Maladministration in Education shines a light on this complex topic by examining various practices at individual, group, organisational, and system levels; the contexts and influences that give rise to them; and potential remedies to ensure more accountable, just, and safe institutions.