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Arts Special Issue 'Changing Pedagogies in the Art College'

Robins, C and Davey, A (Eds). (2019) Arts Special Issue 'Changing Pedagogies in the Art College'. [Whole issue]. Arts , 8 (2). Green open access

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Abstract

The 21st century has been witness to many changes in the ways in which students experience university, not least of which are the massification and marketization of higher education and the mobilization of an international student body. In the maelstrom of reconfigured learning experiences, new fee structures and concomitant expectations, art and design education, a relatively ‘new kid’ on the university block, has been subject to pedagogic reconfiguration. From studio learning environments, application and entry processes, curriculum structure to the standardization of assessment, very little has been left untouched. As the neoliberal university’s entrepreneurial agenda eclipses many of art education’s social and cultural imperatives incubated in the modernist era, new paradigms for learning become necessary to reflect the less certain practices and modes of production that we still call art and design. Although these changes register in different ways across the globe and across the spectrum of subjects available for study, they, nevertheless, beg questions about the study of art from schools to universities and through the wider consequences for culture and society.

Type: Journal (full / special issue)
Title: Arts Special Issue 'Changing Pedagogies in the Art College'
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.mdpi.com/journal/arts/special_issues/p...
Language: English
Additional information: © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Keywords: • art and design pedagogies, • entry processes to the art university, • the effects of standardization in higher education, • liberal education / Neoliberal education, • alternative models, • entrepreneurialism, • ambiguous pedago
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10134277
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