Education Commons^™

Taking In: The Best Of Aib Photography 2010, Aib Students

Taking In

Taking In is a student run project featuring a selection of work created by students attending the Art Institute of Boston. The project focuses on the business of promoting art and culminates each year with a juried exhibition, publication, and website all designed to promote selected works of AIB artists. The selected pieces were chosen anonymously by a jury of distinguished members of the Boston art community to represent the best of AIB Photography, 2010. The book in your hand is the end result of a collective effort by those in the class.

The Pedagogical Role Of Reggio-Inspired Studios In Early Childhood Education, Laura Ann Ganus

Electronic Theses and Dissertations

The influence of the Reggio Emilia philosophy has been present in early childhood programs across the United States for decades, with many programs attempting to adapt the philosophy's concept of a studio, but few studies have examined them. This study describes, interprets, and appraises two Reggio-inspired studios in the United States in order to provide an in-depth analysis and shed new light on such practices.

Four questions guided this study: 1) What is the role of a studio in a Reggio-inspired school? 2) What is happening in the studio? 3) What are children learning in this environment? 4) How does …

The Unprecedented Event: Acknowledging Badiou’S Challenge To Art And Its Education, Jan Jagodzinski

Journal of Social Theory in Art Education

In terms of this year’s journal theme, ”unprecedented,” there is no other contemporary philosopher who has a more radical notion than Alain Badiou when it comes to theorizing the new; that is, the emergence of an unprecedented Event ex nihilio—not novel or innovative, but free of the authority of any prior example—to make a truth claim. For art educators, especially for the Social Caucus, Badiou offers a challenge to what has largely captured the theoretical writing in this journal — namely aesthetics and representation. As well intentioned as these theorizations have been concerning identity politics and critical theory stemming from …

Decolonizing Development Through Indigenous Artist-Led Inquiry, Christine Ballengee-Morris, James Sanders, Debbie Smith, Kryssi Staikidis

Journal of Social Theory in Art Education

In this article four university art educators explore theories of self-determination and describe decolonizing, approaches to research that are built on mutual trust. As researchers we recognize that (re)presenting the stories of others—especially across international and transcultural boundaries—is both problematic and an ethical challenge. We acknowledge the risks that participants assume when sharing their stories, and follow the culturally sensitive strategy of having collaborating indigenous artists lead the research.