NW 29 Research on Arts Education: Reconfiguring Art*Education Institutions

Title
Reconfiguring Art*Education Institutions

Abstract
In relation to the general theme of the conference "Education and Society: Expectations, Prescriptions, Reconciliations", EERA NW 29 invites to share and reflect on the ways in which research is entering into educational, artistic and art-educational institutions and is encouraging their reinvention, reconfiguration and rethinking to respond to current social concerns and realities.

The call is especially addressed to promote the organisation of collaborative sessions with the contribution of researchers from various European countries in the form of symposia, research workshops, and round tables on this topic.

The Call
When we say that these institutions of ours could be so much more than they are, we don’t imply that they should be larger, or more efficient, or more progressive, or more fun (though they certainly should be more fun). Instead, we wish to say that their reach could be wider, that they might provide sites for doing so much more than they ever thought they could. (Rogoff, 2008, para. 10).

Thinking about the kind of institutions we have, one ralizes that there are many of them that need to go beyond, to break those boundaries that once they stablished and that now are limiting them. Schools, universities, art centers, museums… to what extent art * educational institutions are responding to the current needs and concerns of society? As citizens, which kind of art * educational institutions want? In this way, Garoian (2001) invites us to introduce a critical performative pedagogy in our institutions, connected to emerging issues and current debates. Rogoff also proposes to search for its creative possibilities (Rogoff, 2007) as well as “make it a principle of actualization […] by bringing the principles of education there to operate as forms of actualization” (Rogoff, 2008, para. 9). On the other hand, Wolfgang & Rohades (2017) propose queering art education.

It is not about make things per se, but in which ways inquiry processes help us to understand our world, our (political) position in the world and invites to envision which world is yet-to-come. It is about put in question our “established ways of doing and thinking”, and ask ourselves “what we can do, with the indeterminate potential of actions and thoughts that are not-yet or yet-to-come” (Atkinson, 2018, p. 54). How we can open our intitutions to that “not-yet-known knowledge” (Rogoff, 2007) or, because of covid situation we have been forced to. Pay attention to that knowledge that is created in-the-making (Ellsworth, 2005). How we get embedded and embodied in institutions, explore how to perform differently, in which ways we learn with them and teach them to be other.

The aim of this special call is to create a critical mass and reflect on what art * educational institutions do when they are put at work as a place of research and resignification, in general cases or in covid times. In this way, we invite authors to submit their contributions under the following topics:

  • Research projects in which their disruptive practices in art*education institutions have fostered an ontological, epistemological and/or methodological turn in them.
  • Museum or school research proposals that provide other ways to inhabit art*educational spaces.
  • Research that challenge art*educational institutions to think about how its curriculum is conceived and conceptualised.
  • Research that queers art*educational institutions
  • Research and practices of reconfiguration in art*education institutions due to covid situation.
  • Proposals based on art for social engagement.

In sum, there is an interest to reflect about practices and research that have put institutions in an unconfortable position, in a position that force them to rethink and reconfigure their principles, methodologies and epistemologies, in order to invite them to think beyond the stablished, and explore their potentialities with the aim to respond to 21st century society and/or current covid time.

Contact Person(s)
Judit Onsès (jonses.edu(at)gmail.com)

References
Atkinson, Dennis (2018). Art, Disobedience and Ethics. The Adventure of Pedagogy. Palgrave. http://doi.org/10.1007/978-3-319-62639-0  

Ellsworth, Elisabeth (2005). Places of Learning. Media, Architecture, Pedagogy. Routledge.

Garoian, Charles R. (2001). Performing the Museum. Studies in Art Education, 42(3), 234-248.

Rogoff, Irit (2007). Academy as Potentiality. Zehar, 60/61, 4-9

Rogoff, Irit (2008). Turning.e-flux, 00. https://www.e-flux.com/journal/00/68470/turning/

Wolfgang, Courtnie N., and Rhoades, Mindi J. (2017). First Fagnostics: Queering Art Education. The Journal of Social Theory in Art Education, 37, 72-79

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Interview with Link Convenor 2019