Impossible Practice and Theories of the Impossible: A Response to Helene Illeris's "Potentials of Togetherness"

Autor/in	Kallio-Tavin, Mira
Titel	Impossible Practice and Theories of the Impossible: A Response to Helene Illeris's "Potentials of Togetherness"
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 55 (2014) 4, S.342-344 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
Schlagwörter	Stellungnahme; Art Education; Theory Practice Relationship; Community; Collectivism; Cooperation + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Theorie-Praxis-Beziehung; Co-operation; Kooperation
Abstract	In a recent commentary in "Studies in Art Education," Helene Illeris (2013) discussed the idea of "performative experimental communities" via a critique of visual culture pedagogy and the romanticism of community-oriented art education in Nordic countries. Illeris underpinned her arguments with Jean-Luc Nancy's (1997) philosophy on togetherness and community. While the author agrees in principle with Illeris's movement away from individual learning processes toward community, she finds problematic the relationship between a presumed practice of collectivity and the theoretical impossibility of community. In what follows, the author also uses Nancy's theories to analyze the idea of performative experimental communities provided by Illeris and discuss the theoretical impossibility of it. (ERIC).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org/research/studies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10