@incollection{discovery1539160, title = {Art, academe and the language of knowledge}, series = {Debates in art and design education}, year = {2013}, editor = {N Addison and L Burgess}, pages = {157--172}, address = {Abingdon, New York}, month = {January}, booktitle = {Debates in art and design education}, publisher = {Routledge}, keywords = {Art and design education, practice led research, Learning}, author = {Robins, C}, url = {https://discovery.ucl.ac.uk/id/eprint/1539160/}, abstract = {In this chapter I pursue the effects for knowledge, pedagogy and learning of practice led research in art and design education. I examine how postgraduate students of art, design and museology at the Institute of Education, University of London, explore and critically engage with the implications of art as a situated research practice. In particular, I foreground the complexities and antinomies surrounding methodology when students negotiate the practice of making in a studio context that encourages them to analyse their subject identities as teachers/lecturers, students, artists, academics and researchers. The expectation of academe and the position which language (written, spoken and visual) occupies is central to the formation of these identities, negotiations and dialogues. I will demonstrate, through discussion of work produced by students, that the traditional division between engagements with art making as a ?sensory experience? and with reading, writing and research as ?rational activities?, presents a false dichotomy that needs to be reappraised in the debates surrounding practice-led research and its potential for pedagogy.} }