Todd, Sharon
(2018)
Culturally reimagining education: Publicity,
aesthetics and socially engaged art practice.
Educational Philosophy and Theory, 50 (10).
pp. 970-980.
ISSN 0013-1857
Abstract
This paper sets out to reimagine education through a cultural perspective
and explores education as a performative practice that establishes certain
borders of ‘public’ belonging. Wide-spread debates about the public
dimension of schools and universities have focused on how economic
rationales need to be replaced with alternative visions of education. This
paper seeks to contribute to this revisioning of the public in education
by reclaiming education as a specifically cultural endeavour, one tied to
practices that are at once both performative and aesthetic. To this end, I draw
on theoretical notions of publicity that highlight its performative character.
I then offer a reading of a socially engaged art project in order to suggest
ways in which this performative character of publicity can be seen to be
educational. This paper argues that education itself emerges through various
cultural enactments that delineate the contours of who counts as a public
and who does not.
| Item Type: |
Article
|
| Keywords: |
Public education; aesthetics;
socially engaged art practice;
Paulo Freire; Jacques
Rancière; voice; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
11430 |
| Identification Number: |
https://doi.org/10.1080/00131857.2017.1366901 |
| Depositing User: |
Prof. Sharon Todd
|
| Date Deposited: |
22 Oct 2019 14:16 |
| Journal or Publication Title: |
Educational Philosophy and Theory |
| Publisher: |
Taylor & Francis |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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