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(Re)Considering Pedagogy – Entangled ontology in a complex age: abstraction pedagogy and the critical pedagogical importance of art education for other discipline areas
journal contributionposted on 10.12.2021, 14:51 authored by Laura Suzanne BarrittLaura Suzanne Barritt, Martyn WoodwardMartyn Woodward, Stephen ThompsonStephen Thompson
This paper followed on from work that I presented at the iJADE international conference in March 2021 titled 'Hybrid Spaces: Re-imagining pedagogy, practice and research' (iJADE 2021).
This article argues that a UK education system is required such that it specifically recognises the particular dynamic, co-constructive nature of complex and rapid contemporary entanglements (both human and non-human) and how they inform the epistemic and ontological development of students. This article draws from posthumanist theory and uses the concept of ‘lifeworld’ to cast new light on the lived-experiences of contemporary children to inform pedagogy. It is part of a doctoral research into the wider pedagogical value of the teaching and assessment of processes of abstraction deployed in art practice.
Published inInternational Journal of Art and Design Education
VersionAM (Accepted Manuscript)
CitationBarritt, L. (2021) 'Considering Pedagogy–Entangled Ontology in a Complex Age: Abstraction Pedagogy and the Critical Pedagogical Importance of Art Education for Other Discipline Areas', International Journal of Art & Design Education. DOI: 10.1111/jade.12391
Cardiff Met Affiliation
- Cardiff School of Art and Design