2018 Annual Conference for art history has released a call for papers for the Critical Pedagogy session: What constitutes 'critical' pedagogy for art and art history today?
This session will explore a range of connotations and theoretical positions associated with the term 'critical' and its relation to teaching and learning in art and art history today. Set against a backdrop of 'critical pedagogy' and the work of theorists such as Paulo Friere, Henry Giroux and bell hooks, the session explores what forms of teaching and learning are critical, in other words essential, in a global social and educational context.
The session invites contributions from UK and international artists, art historians and educators that address recent research and/or provide vibrant and robust arguments that make explicit the theoretical basis for art education practice in formal, informal and non-formal learning settings. In particular, the session seeks to explore how and why art and art history pedagogy affords critical readings of society and our place within it. As such, the session especially welcomes submissions that review the historic role of critical pedagogy in art and art history education and its relevance today, present case studies of programmes utilising critical pedagogy and/or address the global challenges and opportunities facing art education pedagogy now.
Through a combination of both papers and world-café ‘provocations’, this session will examine extant and emerging research from a range of theoretical and institutional perspectives. The more discursive afternoon session is intended to allow for greater discussion and knowledge exchange, in line with the ethos of critical pedagogy. Contributions and presentations from the session will form a publication for wider circulation in summer 2018.
Visit: The Association for Art History for more information