An international compilation of critical historical case studies of art education that illuminates how cultural knowledge is transmitted through curriculum.
Consisting of international case studies of art education, by scholars in different countries, this book analyzes the translation of cultural knowledge through curriculum policy and practice. Each chapter focuses on historical and cultural influences on educational ideas that have crossed national borders and been transformed in the process. The range of influence is wide and includes popular culture, national politics, and professional goals. The studies illustrate the many ways in which culture and curriculum are intertwined and tell us why we theorize, write policy, and develop curricula as we do.
This book makes clear the importance of both self-consciousness and mutual understanding in a global, professional community. Through analysis of cultural and cross-cultural relationships, the authors reveal vital, but often hidden, national and international interests in education. Students experience curricula through school subjects, and this book illustrates the importance of understanding the deep, socio-cultural character of that experience.
Kerry Freedman is Associate Professor of Art Education and Curriculum Studies in the Department of Curriculum and Instruction at the University of Minnesota in Minneapolis. She is coauthor of Transforming Computer Technology and Postmodern Art Education: An Approach to Curriculum. Fernando Hernandez is Associate Professor of Art Education at the University of Barcelona. He is the coauthor of Knowing the Subject is Not Enough When Teaching; What Does Art Education Mean?; Curriculum Organization through Thematic Projects; Encounters with Art from Anthropology, and Psychology and Pedagogy.
"Curriculum theory and practice are central to the field of art education. Historical and critical inquiry are much needed, especially now, as we enter the next century. This book deals with unique glimpses of diverse international cultures through their aesthetics, education, politics, and spiritual systems. The international focus of this book is particularly important to the field of art education, and art educators in the U.S. and abroad will find it interesting and useful." — Elizabeth Delacruz, University of Illinois, Urbana-Champaign
"This timely collection will serve as a benchmark edition around which art education can be referenced in several countries/regions. While the field of art education is an emerging discipline in its own right, it has a strong history as a hybrid educational pursuit closely linked to political and socio-cultural development in many countries." — Graeme Sullivan, The University of New South Wales, Australia
"The authors have provided me with new knowledge. The book brings a new and broader perspective to existing research on the history of art education as it fosters awareness of developments across the globe." — Renee Sandell, Maryland Institute, College of Art