Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325178
Title: Student teachers' experiences of the art and design curriculum : a transformative pedagogy
Author: Goudie, Mun Har Eliza
ISNI:       0000 0001 3507 2678
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1999
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Abstract:
The thesis examines the learning process in the critical reflective activity of art production. It invokes a notion of critical aesthetics as a normative theory about how we ought to educate student teachers to be reflective autonomous learners in a world of change and uncertainty. As a teacher-researcher in the study, the writer introduces a pedagogy of critical aesthetics to engage students in the social construction of collective and self knowledge. It is argued that the aesthetic formation of visual art is rooted in social and moral consciousness and that this pedagogy enables learners to perceive the Art curriculum as a process of making sense of their everyday life experiences. Under appropriate pedagogic interventions, they adopt different modes of aesthetic understanding in the construction of symbolic forms and reflexively monitor their aesthetic actions to create new cultural meanings. Grounded in the empirical data of the students' visual texts and pedagogic discourse, the writer develops a notion of sublimation as a modality by which various kinds and levels of consciousness are integrated or combined in the production of cultural forms. The thesis examines the complex relationships between the subjective formation of consciousness, procedural operations of morality and the external reality of sociocultural life. This mobilization of internal human energies in non-discursive and discursive communications may be ideological and produce intended or unintended consequences. While visual art as a cognitive tool in the education of persons is not highly recognized in teacher education in Hong Kong, the self-empowering engagement with critical and aesthetic activities creates a space for symbolic resistance to inequitable social conditions and education. The concept of de-alienation of sensuous, affective and critical beings points to the possibility of social and curricular change as a consequence of authentic education through a sublimated process of expanding of human energy.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.325178  DOI: Not available
Keywords: Education & training Education
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