A survey of selected arts education advocacy positions in South Africa in relation to those in the global north over the past 25 years, and how these movements may influence future policy positions.

Steward, Tamsyn Palesa

A survey of selected arts education advocacy positions in South Africa in relation to those in the global north over the past 25 years, and how these movements may influence future policy positions.

dc.contributor.author	Steward, Tamsyn Palesa
dc.date.accessioned	2019-01-28T10:27:38Z
dc.date.available	2019-01-28T10:27:38Z
dc.date.issued	2018
dc.description	A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Arts by Coursework and Research Report (Cultural Policy And Management). Johannesburg, June 2018	en_ZA
dc.description.abstract	In this research report I trace selected arts education advocacy positions in South Africa and the global north over the past 25 years. What I have found is that arts education has always been used to serve certain socio-political agendas, be it social cohesion, or the innovation required from individuals in the 21st century. Recently in South Africa, this agenda has been centred on how the arts can teach students about their heritage and indigenous practices, without relying on western models of artistic and knowledge production. In order to contribute to the decolonisation of education, I have revisited some of the recommendations that advocates made in the early 1990s during South Africa’s transition to democracy. These recommendations were based on equal access to, and participation in, the arts. I have reconsidered these recommendations in today’s context in light of broader international arts education advocacy positions. I have used historical research methods to gather literature pertaining to arts education advocacy. To supplement this literature, I have sent questionnaires to six stakeholders in the arts and culture sector in South Africa. I have asked them to contribute to my understanding of arts education advocacy and decolonisation. To compliment my research, I have drawn up a timeline that features all of the major events and publications that I mention throughout my research report. Through my research, I have come to two recommendations. The first is that broad scale access to arts education is essential to South African students because it teaches them skills such as empathy and critical thinking, which are central to a strong democracy. Secondly, I believe that arts education today should strike a balance between revisiting marginalised heritages, and teaching students entrepreneurial and business management skills.	en_ZA
dc.description.librarian	GR2019	en_ZA
dc.format.extent	Online resource (86 leaves)
dc.identifier.citation	Stewart, Tamsyn Palesa (2018) A survey of selected arts education advocacy positions in South Africa in relation to those in the global north over the past 25 years, and how these movements may influence future policy positions, University of the Witwatersrand, Johannesburg, https://hdl.handle.net/10539/26332
dc.identifier.uri	https://hdl.handle.net/10539/26332
dc.language.iso	en	en_ZA
dc.subject.lcsh	Arts in education--South Africa
dc.subject.lcsh	Art--Study and teaching--South Africa
dc.title	A survey of selected arts education advocacy positions in South Africa in relation to those in the global north over the past 25 years, and how these movements may influence future policy positions.	en_ZA
dc.type	Thesis	en_ZA