Buch, Englisch, 222 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 348 g
Creative Being in the Neoliberal Classroom
Buch, Englisch, 222 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 348 g
Reihe: Routledge Research in Arts Education
ISBN: 978-1-032-25941-3
Verlag: Routledge
This book explores why and how the personal creative practice of arts teachers in school matters. It responds to ethnographic research that considers specific works-of-art created by teachers within the context of their classrooms.
Through a classroom-based ethnographic investigation, the book proposes that the potential impact of artist-teacher practice in the classroom can only be understood in relation to the flows of power and policy that concurrently shape the classroom. It shows how artist-teacher practice functions as a creative practice of freedom tending to the present and future aesthetic life of the classroom, countering the effects of neoliberal schooling and austerity politics. The book questions what the artist-teacher can produce within that context.
Through the unique focus on artist-teacher practice, the book explores the changing nature of the classroom and the social and political dimensions of the school. It will be key reading for researchers and postgraduate students of arts education, critical pedagogy, teacher identity and aesthetics. It will also be of interest to art and design educators.
Zielgruppe
Postgraduate
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Introduction: Imagining new orientations for researching artist-teacher practice in neoliberal spaces through the inspiration of new materialisms and new pragmatisms. Part 1: Classroom ways-of-being. Introduction to Part 1. Turn 1: Artist-teacher practice, site-responsiveness and the classroom as aesthetic movement. Turn 2: Artist-teacher practice and creative, transformative, therapeutic objects in the classroom. Turn 3: Artist-teacher practice, becoming the ideal teacher and the disorientation of classroom subjects. Part 2: Being less-than. Introduction to Part 2. Turn 4: Reading about knowledge with Bourdieu and Bernstein: Artist-teacher practice, School Art and powerful knowing. Turn 5: Reading about creativity with Deleuze and Foucault: Artist-teacher practice, neoliberalism and the impossible ideal. Part 3: Becoming more than. Introduction to Part 3. Turn 6: Reading Rancière and Dewey with Jane Bennet: Reconfiguring the politics of the classroom through artist-teacher practice as a third-thing. Turn 7: The gendering of artist-teacher practice: Nurturing the expectation of an aesthetic life through third-site encounters. Conclusion: Sharing responsibility for a life lived aesthetically with art and design education.
