Art education scholars have wrestled with the amnesia of our field, or the tendency to not account for and build upon lines of inquiry that have been previously established. In this paper, I consider how accelerated temporalities and politics of knowledge in the academy contribute to this amnesia. I discuss my own orientation to teaching graduate students in which I try to teach an anti-possessive, non-essentialist, and anti-edgy approach to scholarship.
The time to engage with literature, to allow for ideas to mature, and for new lines of time-consuming research to materialize feels like the privilege of the past.
To read and cite: Denmead, T. (2020). Forget This Commentary Too: Cultivating an Antipossessive, Nonessentialist, and Anti-Edgy Approach to Art Education Scholarship, Studies in Art Education, 61:4, 349-355, DOI: 10.1080/00393541.2020.1820839. A free pre-publication version can be read here.
