Making creative spaces: The art and design classroom as a site of performativity

Wild, C. (2011) Making creative spaces: The art and design classroom as a site of performativity. International Journal of Art and Design Education, 30 (3). pp. 423-432. ISSN 14768062 (ISSN)

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Abstract

Rather than taking a transformational role in schools, new art and design teachers quickly become subject to 'school art' orthodoxy. Theories of subjectivity and the development of professional identity within communities of practice can feel far removed from the classroom. This article seeks to make clearer the processes by which teacher identity and practice becomes normalised and proposes ways that such processes may be resisted. With reference to Foucault, Lyotard, Bruner, Wenger and Bey, the classroom as a site of performativity is contrasted with alternative heterotopia-like sites away from the spectre of observation, where different identities and behaviours can be explored. These temporary sites of difference are an antidote to the orthodoxy of the 'school art' condition and open up the possibility for teachers, both new and experienced, to implement a more hospitable, participatory pedagogy. © 2011 The Author. iJADE © 2011 NSEAD/Blackwell Publishing Ltd.

Item Type: Article
Uncontrolled Keywords: Assessment, Contemporary, Foucault, Gallery, PGCE, Subjectivity
Subjects: W900 Others in Creative Arts and Design
Divisions: UoA Collections > UoA34: Art and Design: History, Practice and Theory
Faculty of Arts, Design and Media > School of Art
Depositing User: Hussen Farooq
Date Deposited: 06 Mar 2017 13:40
Last Modified: 06 Mar 2017 13:40
URI: http://www.open-access.bcu.ac.uk/id/eprint/2084

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