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Full-Text Articles in Education
Visual Culture Explorations: Un/Becoming Art Educators, Wanda B. Knight, Karen Keifer-Boyd, Patricia M. Amburgy
Visual Culture Explorations: Un/Becoming Art Educators, Wanda B. Knight, Karen Keifer-Boyd, Patricia M. Amburgy
Journal of Social Theory in Art Education
What we consider to be obvious, true, or commonsense depends on the various assumptions we hold. Becoming aware of our assumptions is difficult at best. Despite our belief that we know what our assumptions are, we are hindered by the fact that we are using our own interpretive filters to become knowledgeable of our own filters. Described as a "cognitive catch-22,” it is the equivalent of our trying to see the back of our head while looking directly into a mirror (Brookfield & Preskill, 1999). Becoming critical requires that we find a mirror that critically reflects our thinking and reveals …
Roots/Routes As Arterial Connections For Art Educators: Advocating For Aboriginal Cultures, Rita L. Irwin
Roots/Routes As Arterial Connections For Art Educators: Advocating For Aboriginal Cultures, Rita L. Irwin
Journal of Social Theory in Art Education
Arterial and life connections for art educators. Arteries are muscular vessels carrying blood away from the heart to every part of the body, eventually bringing the blood back to the heart before venturing out again. Metaphorically, these pathways locate the heart as a home from which travel extends, repeatedly, expectantly as life itself. Symbolically, arterial connections pulsate with the notion of art, expressing art through life through art. To many people, and particularly Aboriginal peoples, art translated as cultural performance is found in the very pathways and bloodlines of their geographies and histories. However, these arterial connections are available to …
Professional Networking In Art Education, Karen A. Hamblen
Professional Networking In Art Education, Karen A. Hamblen
Journal of Social Theory in Art Education
The social scientist provides three levels of analysis whereby the sociology of art educators can be examined: (1) statistical information, (2) formal organizational structures, and (3) informal, life-world experiences. Although the first two levels provide valuable information, it is proposed that it is within informal, life-world experiences that professional networking occurs and where the character of much of the field of art education is shaped. In this descriptive and analytical study, the sociology of art educators is examined as a function of networks of power and influence. The discussion is limited to art educators with PhD or EdD degrees who …