Liberal Ideals, Postmodern Practice: A Working Paradox for the Future of Secondary School Art Education in England?
Modern liberal rationales continue to inform a majority of teaching and learning in English art classrooms. In a postmodern Western society increasingly informed by neoliberal globalisation this approach begins to look either like an anachronism or an act of outmoded pedagogic resistance. What is ce...
| Publicado en: | International Journal of Art & Design Education Vol. 39; no. 1; pp. 56 - 69 |
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| Formato: | Artículo |
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Wiley-Blackwell
Feb2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=141660826&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 141660826 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2020 vid: 39 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 141660826 10.1111/jade.12228 ppf: 56 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 129KB tig: atl: Liberal Ideals, Postmodern Practice: A Working Paradox for the Future of Secondary School Art Education in England? aug: au: Grant, Will su: Art education in secondary schools Postmodernism & education Neoliberalism Sustainable development sug: subj: Art education in secondary schools Postmodernism & education Neoliberalism Sustainable development keyword: art education England liberal postmodern ab: Modern liberal rationales continue to inform a majority of teaching and learning in English art classrooms. In a postmodern Western society increasingly informed by neoliberal globalisation this approach begins to look either like an anachronism or an act of outmoded pedagogic resistance. What is certain is that the modern liberal tradition is increasingly irrelevant to a young generation of learners, but while alternative paradigms have subsequently been suggested none have come to replace the stubbornly established rationales of modernism and liberalism. This article suggests novel futures for the justification and relevance of art education that move beyond those currently prevalent. Preferable futures are suggested that synthesise postmodern practice with liberal ideals in a paradox requiring creative consideration. While the difficulties of drawing upon such contradictory rationales are noted, a case is made that if such a purpose might be accepted and imbedded in art educational futures, then there may result a more relevant and sustainable future for art education in England. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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