Zoom in on "Dry Joy"--Dissensus, Agonism and Democracy in Art Education

Autor/in	Skregelid, Lisbet
Titel	Zoom in on "Dry Joy"--Dissensus, Agonism and Democracy in Art Education
Quelle	In: Education Sciences, 11 (2021), Artikel 28 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Art Education; Teaching Methods; Democratic Values; Political Issues; Foreign Countries; Exhibits; Museums; Photography; Controversial Issues (Course Content); Educational Technology; Technology Uses in Education; COVID-19; Pandemics; School Closing; Discussion (Teaching Technique); Computer Mediated Communication; Norway + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Politischer Faktor; Ausland; Museum; Museumswesen; Museen; Fotografie; Controversial issues; Kontroverse; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Computerkonferenz; Norwegen
Abstract	Literature on art education often emphasizes dialogue as a preferred approach and as a way of practicing democratic education in museums and galleries. Dialogue-based tours in such contexts are often characterized by a sense of harmony and agreement. In contrast, this article discusses the democratic aspect and political potentiality when dissensus and agonism are used as central educational strategies. The point of departure for the discussion was a teaching session on the online platform Zoom with student teachers as part of their module on art and crafts at the University of Agder in Kristiansand, Norway, in spring 2020. Artworks from the exhibition "Dry Joy," in Sørlandet Art Museum, by Finnish photographer Iiu Susiraja, were the pivot point in the session. Before the lockdown caused by COVID-19, the exhibition caused intense debates. The strong reactions were particularly prevalent amongst parents whose children had witnessed the exhibition as part of a school trip. A central part of the teaching session was encouraging students to come up with and explore arguments both for and against exposure of school children to these images. This article aims to contribute to knowledge about how educational strategies that challenge consensus may enable democratic arenas beyond hegemony. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01