ABSTRACT
This chapter examines the role of socially engaged arts in addressing societal inequities within higher arts education, emphasising the necessity of fostering inclusive, polyphonic spaces where diverse perspectives can engage in meaningful dialogue. Drawing from feminist epistemologies, such as Haraway's concept of situated knowledges and Harding's strong objectivity, the chapter highlights how marginalised standpoints challenge dominant narratives and enrich our understanding of complex issues. It explores the tension between activism and free inquiry, arguing that while identity politics and activism are necessary for confronting injustices, higher arts education institutions can benefit from preserving intellectual rigour, artistic diversity, and open dialogue.
Case studies and theoretical insights, including the 2021 Holberg Debate, Habermas's discourse ethics, and Arendt's warnings against ideological conformity, underscore the importance of rational, compassionate discourse in navigating these tensions. The chapter concludes by advocating for a balanced approach to activism that prioritises both social justice and academic freedom, equipping students and faculty to creatively address pressing global challenges while maintaining the transformative potential of higher arts education.
