Dynamics of policy making for education are invested with intersubjective tensions, as different stakeholders seek to meet their changing needs in the shifting ground of neoliberalism. Recent literature emphasising the need for boundary-work seeks to bridge the tensions in order to broker resolutions. I argue that perspectives on boundary-work connecting with the Foucauldian sense of power as relations could benefit from further analysis of the forms of intersubjective conflict involved. Accordingly Sartre’s concept of conflicted Otherness is in focus. Through empirical investigation, the stances taken by advisory policy makers and school senior management attempting to navigate directives for art education are theorised. This original appr...
We are increasingly experiencing an antagonistic polarization within the art schools. This seems to ...
This paper reflects on a recent participatory installation by the artists’ collective @.ac, entitled...
This collective case study explores the confluence of educational policy and professional praxis by ...
Dynamics of policy making for education are invested with intersubjective tensions, as different sta...
This paper centralises visual artists in policymaking processes. It foregrounds the ways artists inf...
Addressing changes in conditions for practitioners that can be related to education policy in Englan...
Education policy proposals by the UK Coalition government appeared to be based on a process of consu...
Increasingly, assessment has encroached on art education, inextricably linking visual arts learning ...
This paper will explore the impact professional practice in art school could have on the critical an...
In 2015 the (UK) National Society for Education in Art and Design [NSEAD] conducted their biggest an...
Many art teachers in the public schools are in a seemingly constant struggle to legitimize their pro...
The papers presented by Johnson, Saunders, and Lovano-Kerr are varied in content, but united in the ...
This research investigates the emergence of specific types of knowledge that comprised the subject V...
It is argued that advocates of content-based art education and other art educators who are attemptin...
This thesis investigates the possibilities for applying Sartrean existential philosophy and Foucauld...
We are increasingly experiencing an antagonistic polarization within the art schools. This seems to ...
This paper reflects on a recent participatory installation by the artists’ collective @.ac, entitled...
This collective case study explores the confluence of educational policy and professional praxis by ...
Dynamics of policy making for education are invested with intersubjective tensions, as different sta...
This paper centralises visual artists in policymaking processes. It foregrounds the ways artists inf...
Addressing changes in conditions for practitioners that can be related to education policy in Englan...
Education policy proposals by the UK Coalition government appeared to be based on a process of consu...
Increasingly, assessment has encroached on art education, inextricably linking visual arts learning ...
This paper will explore the impact professional practice in art school could have on the critical an...
In 2015 the (UK) National Society for Education in Art and Design [NSEAD] conducted their biggest an...
Many art teachers in the public schools are in a seemingly constant struggle to legitimize their pro...
The papers presented by Johnson, Saunders, and Lovano-Kerr are varied in content, but united in the ...
This research investigates the emergence of specific types of knowledge that comprised the subject V...
It is argued that advocates of content-based art education and other art educators who are attemptin...
This thesis investigates the possibilities for applying Sartrean existential philosophy and Foucauld...
We are increasingly experiencing an antagonistic polarization within the art schools. This seems to ...
This paper reflects on a recent participatory installation by the artists’ collective @.ac, entitled...
This collective case study explores the confluence of educational policy and professional praxis by ...