Do socio-demographic factors predict children’s engagement in arts and culture? Comparisons of in-school and out-of-school participation in the Taking Part Survey

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This research article by Hei Wan Mak and Daisy Fancourt examines whether socio-economic factors affect children and youth participation in arts and culture activities (e.g., performing arts, crafts, design, and cultural and heritage engagement) either in school or out of school. Using survey data from 1,986 children aged 11-15, the study found that socially advantaged children were more likely to engage in the arts outside of school, but in-school engagement was roughly the same. These results suggest that providing arts and culture activities in schools is critical to ensuring equitable access.

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Threads That Become Tendrils: Exploring EDI in the Settler-Canadian Arts and Culture Sector

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This University of Ottawa publication by Shanice Bernicky highlights how Canada’s arts and culture sector is often tasked with “fixing” issues related to equity, diversity, and inclusion (EDI) initiatives when funding is cut to education, health, and community programs, yet arts institutions are not equipped to do this. The paper followers one resident researcher’s journey as they were tasked with developing an arts civic impact framework suggesting equity practices in the arts, bringing cultural workers across the country together to develop an accessible tool for arts organizations to engage in EDI practices within the sector.

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Cultural Transformations: The Impacts of Hull UK City of Culture 2017→

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Evaluation of Hull’s UK City of Culture year (2017), demonstrating positive social and economic outcomes. Reports that the over 2,800 events, cultural activities, installations and exhibitions attracted an audience of 5.3 million, with over 95% of Hull residents attending at least one cultural activity during the year.

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