Post COVID-19: access to an arts education for all students

Abstract

This article serves as an introduction to issue number 124 (4). In this issue of Arts Education policy Review, the authors have focused on access, policy, and students who are disadvantaged because of different abilities, poverty, race, class, and other barriers. In addition, the authors represent educators from a cross-section of stakeholders including in-service arts teachers, community engaged therapists, college teacher educators, and schools district administrators. It is hoped that by examining these important topics from the perspective of many stakeholders, we can begin a policy shift toward more equal experiences for all students in the United States.

Keywords:

• Arts
• access
• community partnerships
• equity
• post COVID-19
• poverty

Disclosure statement

No potential conflict of interest was reported by the authors.