There are many shared themes and ideas across the fields of arts-based and inclusive research: the arts have the capacity to connect different communities, provide a means of expression, and promote wellbeing at individual and social levels. Researchers into inclusivity often draw on arts-based methods to promote engagement or capture ideas and perspectives.
In the past few years, the Covid-19 pandemic highlighted the importance of arts in promoting wellbeing and inclusivity. From singing on balconies to NHS rainbows in windows, there were many reminders of how the arts can build community resilience and connection (Greenberg & Gordon, 2020). However, certain issues of inclusivity within arts education have only grown worse during this period; for example, the decreased opportunities for arts education for students from disadvantaged backgrounds, the lost specialist support from periods of lockdown or isolation, and the funding cuts to arts provision faced by many schools (ISM, 2020; Sabol, 2022; Shaw & Mayo, 2021). As we emerge from the pandemic and face further crises, such as the cost of living, and the residual impact on mental health, how can we promote further inclusivity in, and through, arts education?
In November 2022, the Arts-Based Educational Research and the Inclusive Education special interest groups (SIGs) held a joint webinar, ‘Arts for All: Exploring Inclusivity in Arts Education’. This event brought together the membership and themes of both SIGs to explore how arts education can promote inclusivity. Following the webinar, we invited our presenters to contribute to a BERA Blog special issue. This special issue includes contributions from researchers at different career stages, independent researchers and international perspectives. The authors share a vibrant palette of arts-based methods, and explore common themes of voice, identity, expression and inclusion.
