The Pedagogic Turn

Funded by Social Sciences and Humanities Research Council, Canada

Investigating the scholarly rigour of ABER as an emerging pedagogic paradigm is significant at this juncture given the growth of creative economies and increasing global consciousness in post-secondary education (Association of Canadian Deans of Education, 2014; Grierson, 2011). A comparative orientation is urgently needed to address new challenges in art education not previously considered, including the changing role of universities, the relevance of art education as an area of study and the responsibility to share knowledge to enrich learning internationally (Torres, 2009; ACDE, 2014). It is vital that art education take a leading role to understand how, across countries, we are conceiving of visual art research and how the dissertation is a scholarly and artistic way of impacting the academy and society in regards to education. Our project rationale is based on three key benefits of partnership that address this educative shift: 

1) create network opportunities for collaboration and partnered knowledge mobilization by sharing different socio-cultural contexts, varied educational histories and educative perspectives that when compared generate best practices of ABER; 

2) increase cross-cultural and transnational dialogues concerning best practices as benchmarks in art education doctorate programs; and 

3) assess the viability of ABER as a form of scholarly and educational transformation. 

This PDG complements an assemblage of partnership grants investigating the arts and scholarly practices, such as Manning (2012) who examines fine arts, new media and research-creation. We bring another dimension to this cluster of work by focusing on the field of art education and pedagogic intent of the visual arts as research. This PDG will initiate a new generation of ABER research that is evidence-driven through a comparative analysis of policies, practices, and exemplars of effective research. With the only PhD in Art Education in Canada and an established record of leading arts-based research, Concordia University is well-situated to host this PDG as part of this research constellation. Together with UBC Curriculum Studies, with a PhD concentration in art education, the Canadian leadership for this PDG adds scholarly value by examining art education internationally and the changing role of research in the field today.

 

Lead Partner:

University of Concordia