This book proposes ‘paragogic’ methods to re-imagine the art academy. While art schooling was revolutionised in the early 20th century by the Bauhaus, the author argues that many art schools are unwittingly recycling the same modernist pedagogical fashions. Stagnating in such traditions, today’s art schools are blind to recent advances in the scholarship of teaching and learning. As discipline-based education research in art eternally battles the perceived threat of epistemicide, transformative educational practices are rapidly overcoming the perennialism of the art school. The author develops critical case studies of open source and peer-to-peer methods for re-imagining the art academy (para-academia) and andragogy (paragogy). This innovative book will be of interest and value to students and scholars of the art school, as well as how the art academy can be reimagined and rebuilt.
Re-imagining the Art School assesses the organisational development of the humanist ‘idea of the art school’ from the post-rationalist perspectives of constructivist and connectivist educational learning theory. It examines how recent internal (‘porous’) and external (‘para’) reforms have transformed the production of subjectivity in art schooling and pioneers the application of theories and methods of para-academia and paragogy in art education. It is the first book to be published on the future of the art school to develop an open access paragogy for artistic learning and research.
Reimagining the Art School will be published in 2019 by Palgrave Macmillan
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Closing Keynote for CHEAD Regional Seminar on The Role of Contextual Studies in Art School Education, The Glasgow School of Art 16/4/2015
I specifically address how the Juche mentality operates internally in art schools. Key to this is the connection between the liberal use of the euphemism ‘integration’ in art schools and how it’s used to manufacture folk devils by opponents of multiculturalism. In this framework, ‘studio’ is implicitly presented as the righteous indigenous territorialised community and ‘context’ as other.
When departmentalism is considered as a community of practice ‘integration’ can be understood as a latent form of monculturalism and assimilationism, one aided by the monotechnic roots of art schools. This is anathema in terms of how knowledge is produced today.
Connected to this is the assumption that the art and design curricula are fine and just need tweaking. In fact, like any exceptionalist Juche-style regime, they are fundamentally flawed and need to be rebuilt from scratch. That can only happen through a radical transformation of the art school’s community of practice so that it is symbiotic with international communities of knowledge production.