Demystifying the Professoriate in Visual Art and Design Education

• Published in: Art education (Reston) Vol. 67; no. 5; pp. 48 - 53
• Main Author: Ward, Amber
• Format: Journal Article
• Language: English
• Published: Reston Routledge 01.09.2014; National Art Education Association; Taylor & Francis Ltd
• Subjects: Art Education; Artists; Careers; College Faculty; College instruction; Community relations; Course Selection (Students); Design; Design education; Doctoral Degrees; Doctoral Students; Educational research; Experience; Governance; Graduate students; Higher education; Outreach Programs; Salary; Self Actualization; Semi Structured Interviews; Social Cognition; Strikes; Teacher Improvement; Teacher Responsibility; Teaching; Teaching Load; Tenure; Urban Areas; Visual Arts
• ISSN: 0004-3125; 2325-5161
• DOI: 10.1080/00043125.2014.11519290

In the "Studies" article "Multiple Interruptions: Creative Encounters in Public Art and Public Pedagogy, A North--South Dialogue," Danny Wildemeersch and Astrid von Kotze write about the productive force of blurring institutional boundaries. They state: "As we negotiated our different relations of engagement with theory and practice across different contexts and scholarly traditions, we did not wish to pit one interpretation against another in a binary either/or competition of testing validity; instead, we explored how a dialogue on understandings generated from different contexts and places could lead to the emergence of new insights, questions, and values" (p. 314). Amber Ward is enacting a similar form of negotiation in this article, exploring the structural forms created in academia through playful and provocative textual interruptions. Where Wildemeersch and von Kotze engage in dialogue, Ward converses with her research subjects; she also establishes a dialogue within the data, creating codings that provide the reader with multiple interpretations and hypertextual possibilities.