Urban School Leaders and Community Partners in Support of Arts Education: A Narrative Study

The purpose of this study was to understand the experiences of school leaders and community partners with arts education in three K-12 urban public school districts in Northern New Jersey that have implemented and sustained arts education programs. This narrative study explored each participant\u27s journey, how the arts first came into their lives, and what they have done in their careers to promote arts education in urban schools. Commonalities include advocacy, funding, exposure, learning equality, value, and emotion. The participants in this study shed light on their successes and challenges with advocacy. They also shared their leadership path and the value the arts have on student learning. Another common thread among the favorable 14 participants is the arts\u27 connection to diversity and inclusion work. Resulting from data analysis are the following six main themes that speak to the research questions posed for this study: (a) Advocacy for Arts Education in Urban Schools, (b) The Pathways to Leadership, (c) Constraints and Obstacles, (d) Curriculum and Learning, (e) Value and Potential of Arts Education, and (f) Arts for Social Justice. The narrative design was utilized through the lived stories and experiences of the 14 participants who have been trailblazers and champions of arts education in their respective school communities. In addition to filling a gap in the research body, this study provides in-depth recommendations on how arts advocates can implement, sustain, and retain arts education programs in their schools and districts