ABSTRACT Schools, community organizations, and major cultural entities can address educational inequities by engaging parents and children in arts processes, projects, and performances. Three cases featuring work in the arts show promise in contributing to the positive academic and social development of learners across the socio-economic spectrum. Â Learning science principles stand behind the practice of shifting roles, a practice that research shows to be highly effective means of boosting learning. Two cases describe direct school-home activities in which students take on the role of creative historians and produce new types of materials for peers, family, and community members. A third case, based on principles from design research, describes Public Works, a program started in 2013 by the Public Theater in New York City. The authors summarize using four metaphors related to the learning sciences that address equity issues by constructing a robust dialectic between social responsibility and imagination.

中文翻译：

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“来之不易的喜悦”：通过合作获得公平

摘要 学校、社区组织和主要文化实体可以通过让父母和孩子参与艺术过程、项目和表演来解决教育不平等问题。三个以艺术作品为特色的案例表明，它有望为整个社会经济领域的学习者的积极学术和社会发展做出贡献。Â 学习科学原理支持角色转换实践，研究表明这种实践是促进学习的高效手段。两个案例描述了直接的学校-家庭活动，在这些活动中，学生扮演创造性历史学家的角色，为同龄人、家庭和社区成员制作新型材料。第三个案例基于设计研究的原则，描述了公共工程，这是一个由纽约市公共剧院于 2013 年启动的项目。