Reckoning with the institutional amnesia of art education

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.

White Warnings

The Journal of Cultural Research in Art Education has published three issues as a part of a collection on critical whiteness studies in visual art education. I am pleased to have an article included in this collection, titled “White Warnings.” In this article, I query the double bind in which white scholars reinvest in whiteness through critical reflexivity of whiteness itself. In the paper, I begin to theorise the need for white people to welcome embodied signals, or white warnings, that signal threat to one’s social and institutional standing and therefore point to the possibility of white divestment. The article is free to read on the Journal of Cultural Research in Art Education website.