Inclusion and Intersectionality in Visual Arts Education

From within the frame of visual arts education, this collection examines differing and overlapping identities found in higher education.

The authors, who work in a variety of arts disciplines, explore expanding relationships of identity-based thinking.

They show through their research and work how inclusion debates on race, gender, class and access are extended by adopting intersectional theory.

The case studies drawn from visual arts education are applicable to wider education settings and will interest higher education theorists and equality and diversity specialists as well as arts practitioners, gallery educators and the informal arts education sector. This book is partner to 'Towards an Inclusive Arts Education' (2015), edited by Kate Hatton when she was Head of Inclusive Education programmes at University of the Arts London.

She now works as an independent education adviser and researcher.