29 SES 12, Contemporary Stories of Arts Education
The idea of event in the title is taken as the possibility of thinking about arts education as something that is made up of historical and contingent layers. If we can play with the idea of social and educational research, art education is taken as an object to study its effects. As the origin of study, research seeks to understand how children learn it, how it serves social purposes, or how it comes into being as a school subject to provide for the changing needs and purposes of society, research objects we later talk about further. When we speak about «eventualizing» art education, we are reversing the questions of its study. It is to ask about the historical conditions that make art education as a school subject possible. What is taken for granted and given metaphysical and essentialist ideas about the subject viewed, in contrast, as a monument. That monument is not merely there as a heroic act of the past but embodies a range of cultural, social and political principles that come together. The assemblage ‘acts’ to make possible a particular ‘seeing’, thinking, and act on through its representations and identities.
Martins, C. (2013). The Arts in Education as Police Technologies. European Education, 45/3, 67-84. Martins, C. (2014). Genius as a Historical Event: Its Making as a Statistical Object and Instrument for Governing Schooling. In Popkewitz, T. (ed.), The «Reason» of Schooling. Historicizing the Curriculum Studies, Pedagogy, and Teacher Education. New York and London: Routledge, 99-114. Ó, J. R., Martins, C., & Paz, A. (2013). Genealogy as History: from Pupil to Artist as the Dynamics of Genius, Status, and Inventiveness in Arts Edu- cation in Portugal. In Popkewitz, T. (ed.), Rethinking the History of Education. Transnational Perspectives on Its Questions, Methods, and Knowledge. New York: Palgrave Macmillan, 157-178. Popkewitz, T. & Gustafson, R. (2002). The alchemy of pedagogy and social inclusion/ exclusion. Philosophy of Music Education Review 10/2, 80-91. Popkewitz, T. (2004). The alchemy of the mathematics curriculum: Inscrip- tions and the fabrication of the child. American Educational Journal 41(4), 3-34.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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