TY - CHAP Y1 - 2013/01/01/ ED - Addison, N ED - Burgess, L TI - Art, academe and the language of knowledge CY - Abingdon, New York A1 - Robins, C KW - Art and design education KW - practice led research KW - Learning EP - 172 ID - discovery1539160 UR - https://discovery.ucl.ac.uk/id/eprint/1539160/ T2 - Debates in art and design education PB - Routledge N2 - 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. SP - 157 T3 - Debates in art and design education AV - public ER -