Diversity, Equity, and Inclusion

The following article is adapted from "The World in Pieces: culture and politics at the end of the century," from Focaal no. 32, 1998, pp. 91-117. It is published here with permission from the author.

Typically when businesses decide to support the arts they do so through a grant-giving mechanism or through a program that places employees as volunteers and consultants in arts organizations. But, I've noticed a different kind of interaction between the profit-making and not-for-profit art worlds in recent years. Some business people have set up foundations dedicated to improving the ethical and cultural context in which their own professions practice.

122 pages. Western States Arts Federation (WESTAF), 1743 Wazee Street, Suite 300, Denver, CO 80202, 888-562-7232 or 303-629-1166, staff@westaf.org

Beginning in 1999, the United Nations Educational, Scientific and Cultural Organization (UNESCO) launched a global initiative to strengthen arts education. In 2003, Portuguese delegates to the United Nations called for a global conference to address this aim, resulting in the first-ever World Conference on Arts Education. The World Conference brought together 1,200 artists, educators, policy makers, and researchers from over ninety-seven countries in Lisbon, Portugal from March 6-9, 2006.

2005, 12 pages. Americans for the Arts, 1000 Vermont Northwest, 6th floor, Washington, DC, 20005, 202-371-2830, www.artsusa.org

This monograph explores the role of culture in diplomacy with a specific focus on international cultural exchange. Case histories and examples of successful efforts are used to make the case for greater public support of cultural exchange programs.

2005, 28 pages. California Alliance for Arts Education, 495 East Colorado Blvd. Pasadena, CA, 91191, 626-578-9315.

This briefing paper describes the benefits of arts learning for all students, current policies in the state of California and nationwide supporting arts education in public schools, and current implementation practices affecting access and equity. It also offers policy recommendations.

It was April 1968: I was out for lunch break with Jim and Mary, co-workers from the general accounting office where we worked in the University District. They were old hands in the office. I was new on staff and excited. This was my first real job out of high school after a string of just so-so jobs. There had been the eyeglass factory where I stood, eight hours a day for three months in a windowless basement knocking lead weights off newly polished eyeglass lenses with a mallet. A friend of my mother's had gotten me that job.

March 2004, 40 pages. Published by the Council for Basic Education, 1319 F Street, NW, Suite 900, Washington, DC, 20004, 202-347-4171

Download pdf: www.menc.org/documents/legislative/AcademicAtrophy.pdf

June 2004. 66 pages. Published by California Tomorrow, 1904 Franklin St. Suite 300, Oakland, CA, 94612, 510-496-0220. Coalition of Community Foundations for Youth, 15639 Leavenworth Road, Basehor, KS, 66007, 800-292-6149

"Leading by Example" is a methodology originally developed by California Tomorrow to promote diversity in educational institutions and school systems. This report chronicles this process as it was undertaken by four community foundations to address diversity both within the organizations and in their programs.

2002, 125 pages, ISBN 0-89843-353-3. Published by Aspen Institute, One Dupont Circle NW, Washington, DC, 20036-1133, publications@aspeninstitute.org

Download pdf: http://www.aspeninstitute.org/site/apps/ka/ec/product.asp?c=huLWJeMRKpH&b=667387&ProductID=180723