Arts Methods for the Self-Representation of Undergraduate Students Sensory Transitions into University Cultures

Based on research from UK universities, this volume is the first to draw together the experiences of educators in the humanities and social sciences who integrate sensory methodologies in taught curriculum, in relation to arts educators who add extra-curricular arts practice. It offers an original, contextualised analysis of how to enable university structures to adapt for complexity, difference and diversity, taking the view that that arts practice forms meeting points for confident interconnection and spaces of self-representation. It outlines the novel concept of sensory transition in how arts practices can be used to address issues of inclusion, diversity and self-representation for minority groups. Each chapter offers an in-depth analysis of significant issues, such as dimensions of race, gender and class and the specificities of social and cultural group experiences as they occur in arts practice. The book reflects on the decolonisation of university structures and curriculum and demonstrates how universities can support students and build spaces for self-representation in academic courses.
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