Educational Philosophy and Theory 39 (5):531–542 (2007)

This paper brings a critical focus to difference and the creative arts in education with specific attention to art as a site of knowledge in New Zealand conditions. The 1990s and early 2000s are marked by a paucity of critically engaged literature on the arts in education and a conspicuous absence of discussions on the politics of difference. Alongside the global return to empirical research in education where quantifiable data‐based projects tend to attract attention ahead of fundamentally crucial questions of philosophical and critical registers, there has been an apparent reinvention of liberal humanistic concepts of creative practice. These tendencies are coupled with strategic political alignments of creativity with industry. The outcome appears to be a withering of attention to the politics of difference on the vine of educational philosophy, policy and practice in art education. The paper suggests that if the creative arts are to hold or gain any purchase in the stakes of education in a global world this vine must be tended and revitalised through a rigorous application of critically framed questions so that discourses of difference can be recognised as a social and political responsibility in the art educational encounter
Keywords subjectivity  culture  critical engagement  art  politics of difference
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DOI 10.1111/j.1469-5812.2007.00246.x
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The Archaeology of Knowledge.Michel Foucault - 1970 - Social Science Information 9 (1):175-185.
The Post-Modern Condition: A Report on Knowledge.J. F. Lyotard - 1985 - Australasian Journal of Philosophy 63:520.

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