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International Students and Ambiguous Pedagogies within the UK Art School
Author(s) -
Davey Annie
Publication year - 2016
Publication title -
international journal of art and design education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 25
eISSN - 1476-8070
pISSN - 1476-8062
DOI - 10.1111/jade.12124
Subject(s) - ambiguity , visual arts education , normative , value (mathematics) , space (punctuation) , dimension (graph theory) , sociology , art criticism , pedagogy , mathematics education , psychology , aesthetics , visual arts , political science , art , the arts , performance art , law , philosophy , linguistics , mathematics , machine learning , computer science , pure mathematics , art history
This article will consider the tensions and opportunities provoked by the presence of a growing number of international students at UK art schools in which ambiguity operates as an implicit value within fine art pedagogies. Challenging assumptions of lack or deficit this article will ask how responding to this changing student body might require thinking beyond the horizon of normative claims and attitudes of the art school toward a situation in which it is constituted through the divergent perspectives, and pays attention to the previous educational experiences, of its students. I suggest that this requires the art school to address with greater commitment its pedagogical dimension in order to live up to its ‘promise’ as a heterotopic space.