Harvard Educational Review
  1. Winter 2021 Issue »

    Multigenerational Art Making at a Community School

    A Case Study of Transformative Parent Engagement

    Kevin M. Kane, Karen Hunter Quartz, and Lindsey T. Kunisaki
    In this article, Kevin M. Kane, Karen Hunter Quartz, and Lindsey T. Kunisaki describe the transformative parent engagement fostered in a multigenerational afterschool arts program at a community school. Community schools bring together families, teachers, and other neighborhood partners to help students learn, grow, and thrive and often integrate health, education, and social services. This embedded case study shows how community schools can also nurture cultural assets in the form of parents’ community cultural wealth. The learning of these community school parents demonstrates the mutually reinforcing relationships between transformative parent engagement, collaborative leadership, expanded learning opportunities, and integrated student supports. This study highlights the transformative impact of culturally sustaining arts on individuals, families, and the school as a whole, offering implications for researchers and practitioners in community-based arts education and community school development.

    Click here to access this article.
    Kevin M. Kane (https://orcid.org/0000-0001-6398-3970) serves as director of the Visual and Performing Arts Education Program at the University of California, Los Angeles, where he oversees coursework, community arts programs, and research initiatives and teaches performing arts methods and community arts classes in the School of the Arts and Architecture. He is also on the theater arts faculty at the Los Angeles High School for the Arts. Kane started his teaching career as a credentialed English language arts, theater arts, and dance teacher in the Los Angeles Unified School District. Committed to using arts education as a tool for individual and social transformation, his research, practice, and activism focus on designing and implementing inclusive multidisciplinary arts programs for youth. He has led numerous K–12 and community arts programs, directed many performing arts projects in collaboration with local teens, and created many youth pipeline programs within higher education.

    Karen Hunter Quartz (https://orcid.org/0000-0003-2605-4042) directs the Center for Community Schooling and is a faculty member in the School of Education and Information Studies at the University of California, Los Angeles (UCLA). Her scholarship examines community school development, teacher autonomy and retention, and educational reform. In 2007 Quartz led a design team to create the UCLA Community School, in 2017 she served on the design team for the Mann UCLA Community School, and she currently oversees at both schools research-practice partnerships designed to advance democracy, justice, and education. Her most recent publication (coedited with Annamarie Francois) is Preparing and Sustaining Social Justice Educators (Harvard Education Press, 2021).

    Lindsey T. Kunisaki (https://orcid.org/0000-0002-3622-7747) is the research and evaluation specialist with the Visual and Performing Arts Education Program in the School of the Arts and Architecture at the University of California, Los Angeles. She is also a doctoral student in the School of Educational Studies at Claremont Graduate University. Her research focuses on the lifelong process of developing creativity in out-of-school learning communities. Prior to her doctoral studies, she worked as a teaching artist, curriculum designer, and administrator at the K–12 level and in higher education. Kunisaki has coauthored research on creativity and talent development, with publications forthcoming in Gifted and Talented International and the European Journal of Training and Development.
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