Literaturnachweis - Detailanzeige
| Autor/in | Matthews, Miranda |
|---|---|
| Titel | Ethos of Ambiguity: Artist Teachers and the Transparency Exclusion Paradox |
| Quelle | In: International Journal of Art & Design Education, 38 (2019) 4, S.853-866 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Matthews, Miranda) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1476-8062 |
| DOI | 10.1111/jade.12277 |
| Schlagwörter | Artists; Art Teachers; Design; Teaching Methods; Creativity; Foreign Countries; Educational Philosophy; Educational Policy; Educational Practices; Barriers; Ambiguity (Context); Inclusion; Secondary School Teachers; Accountability; United Kingdom (England); United Kingdom (Wales) |
| Abstract | England and Wales since 2010, this article presents issues faced by teachers of art and design and their responses in practice. The current insistence on transparency in education emerges through policy that audits performativity, in a limiting skills bank. Practitioners in art and design are particularly affected by what I term 'the transparency-exclusion paradox', as they battle to maintain the subject area and are 'othered' by the English Baccalaureate and Progress 8. I will discuss an emergent 'ethos of ambiguity' among artist-teachers and contemporary artists, with a theoretical basis informed by Beauvoir and Foucault. Empirical data from research participants will be evidenced, to explore strategies of response in inclusive social practice. This article adds to literature that considers the effects of policy in implementation and it contributes to research on creative expressions of ambiguity in the arts. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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