Skip to main content
SpringerLink
Log in

Voices and Positions

Facilitating Dialogue through Arts and Media

  • Chapter
Art and Intercultural Dialogue

Part of the book series: Comparative and International Education ((CIEDV))

Abstract

This chapter draws attention to a broad theoretical framework, exploring issues from those disciplines from which Education and the Arts continually draw reference. These are constantly expanded, incorporating contemporary arts theories, new artistic practices and discourses from various fields such as social, cultural, multiliteracies and critical theory.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adams, J., Worwood, K., Atkinson, D., Dash, P., Herne, S., & Page, T. (2008). Teaching through contemporary art: A report on innovative practices in the classroom. London: Tate Publishing.

    Google Scholar 

  • Albers, P., Vasquez, V. M., & Harste, J. M. (2008). A classroom with a view: Teachers, multimodality, and new literacies. Taking Points, 19(2), 3–13.

    Google Scholar 

  • Atkinson, D., & Dash, P. (2005). Art in education: Critical and social practice. In D. Atkinson & P. Dash (Eds.), Social and critical practices in art education. Stoke on Trent: Trentham Books.

    Google Scholar 

  • Bailey, C., & Desai, D. (2005). Visual art and education: Engaged visions of history and community. Multicultural Perspectives, 7(1), 39–43.

    Article  Google Scholar 

  • Bourriaud, N. (2006). Relational aesthetics. Buenos Aires: Adriana Hidalgo.

    Google Scholar 

  • Breunig, M. (2005). Turning experiential education and critical pedagogy. Theory into praxis. Journal of Experiential Education, 28(2), 106–122.

    Article  Google Scholar 

  • Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., & Nakata, M. (1996, Spring). Pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.

    Article  Google Scholar 

  • Cope, B., & Kalantzis, M. (2000). Introduction: Multiliteracies: The beginnings of an idea. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 3–8). South Yarra, Australia: MacMillan.

    Google Scholar 

  • Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper Collins.

    Google Scholar 

  • Derrida, J., Eisenman, P., Kipnis, S., Leeser, T., & Rizzi, R. (1997). Transcript one. In J. Kipnis & T. Leeser (Eds.), Chora L works: Jacques Derrida and Peter Eisenman (pp. 7–32). New York, NY: Monacelli.

    Google Scholar 

  • Dewey, J. (1916). Democracy and education. An introduction to the philosophy of education. New York, NY: Macmillan.

    Google Scholar 

  • Eisner, E. (2002). The arts and the creation of mind. New Heaven, CT: Yale University Press.

    Google Scholar 

  • Fiske, E. B. (Ed.). (1999). Champions of change: The impact of the arts on learning. Washington, DC: The Arts Education Partnership and the President’s Committee on the Arts and Humanities.

    Google Scholar 

  • Freedman, K. (2000). Social perspectives on art education in the U.S.: Teaching visual culture in a democracy. Studies in Art Education, 41(4), 314–329.

    Article  Google Scholar 

  • Freedman, K. (2003). Teaching visual culture. Curriculum, aesthetics and the social life of art. New York, NY: Teachers College Press.

    Google Scholar 

  • Freire, P. (1970). Pedagogy of the oppressed. Harmondsworth: Penguin.

    Google Scholar 

  • Giroux. H. (1992). Border crossings: Cultural workers and the politics of education. London: Routledge.

    Google Scholar 

  • Gude. O. (2007). Principles of possibility: Considerations for a 21st century art & culture curriculum. Art Education, 60(1), 6–17.

    Google Scholar 

  • Gude, O. (2009). Art education for democratic life. Art Education, 62(6), 6–11.

    Google Scholar 

  • Gude, O. (2013). New school art styles: The project of art education. Art Education, 66(1), 6–15.

    Google Scholar 

  • Hagood, M. (2003). New media and online literacies: No age left behind. Reading Research Quarterly, 38(3), 387–391.

    Google Scholar 

  • Hall, S. (Ed.). (1997). Representation: Cultural representations and signifying practices. London: Sage Publications.

    Google Scholar 

  • Howells, Ch. (1999). Derrida: Deconstruction from phenomenology to ethics. Laviosier. Cambridge: Polity Press.

    Google Scholar 

  • Isaacs, W. (2008). Dialogue: The art of thinking together. New York, NY: Doubleday.

    Google Scholar 

  • Kolb, D., & Fry, R. (1975). Towards an applied theory of experiential learning. In C. L. Copper (Ed.), Theories of group processes (pp. 33–58). London: John Wiley.

    Google Scholar 

  • Kress, G. (2003). Literacy in the new media age. London: Routledge.

    Book  Google Scholar 

  • Lave, I., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Leake, D. M. (2012). Art as social practice: Exploring the contemporary. Art Education, 4, 25–32.

    Google Scholar 

  • Leopold, A. (1966). A sand county almanac: With essays on conversation from Round River. New York, NY: Oxford University Press.

    Google Scholar 

  • Mackey, M. (2002). Literacies across media. Playing the text. London & New York, NY: Routledge Falmer.

    Book  Google Scholar 

  • Manovich, L. (2001). The language of new media. Cambridge, MA: MIT Press.

    Google Scholar 

  • Rogers, C. (1961). Toward a theory of creativity on becoming a person. New York, NY: Houghton Mifflin.

    Google Scholar 

  • Savva, A. (2013). Khora, Topos and Praxis. Diverse concepts and meanings of contemporary art education. In J. Baddacchino & R. Vella (Eds.), Mediterranean art and education: Navigating local, regional and global imaginaries through the lens of the arts and learning. Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Savva, A., & Telemachou, N. (2008). Calling for critical citizenship through arts education. Proceedings of the International Conference “Citizenship, multiculturalism and cosmopolitanism” POLIS. University of Cyprus, Nicosia.

    Google Scholar 

  • Sean Kelly Gallery. (2013, October 24). Marina Abramović: The scream at Ekebergparken, Oslo. Retrieved from http://www.skny.com/news/2013-10-24_marina-abramovi-the-scream/

    Google Scholar 

  • Smith, M. K. (1994). Local education: Community, conversation, praxis. England: McGraw Hill.

    Google Scholar 

  • Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Oxford: Basil Blackwell.

    Google Scholar 

  • Starko, A. (2005). Creativity in the classroom: Schools of curious delight. New Jersey, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Trimis, E., & Savva, A. (2009). Artistic learning in relation to young children’s chorotopos: An in depth approach to early childhood visual culture education. Early Childhood Education Journal, 36, 527–539.

    Article  Google Scholar 

  • Vygotsky, L. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds. & Trans.), Mind and society (pp. 79–91). Cambridge, MA: Harvard University.

    Google Scholar 

  • Wenger, E. (2005). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.

    Google Scholar 

  • Wood, J. (2004). Open minds and a sense of adventure: How teachers of art & design approach technology. Journal of Art & Design Education, 23(2), 179–191.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Sciences, University of Cyprus, Nicosia

    Andri Savva

  2. Department of Educational Sciences, University of Cyprus, Nicosia

    Nopi Telemachou

Authors
  1. Andri Savva
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nopi Telemachou
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Instituto Politécnico de Coimbra, ESEC, Portugal

    Susana Gonçalves

  2. UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal

    Susana Gonçalves

  3. University of Western Ontario, Canada

    Suzanne Majhanovich

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Savva, A., Telemachou, N. (2016). Voices and Positions. In: Gonçalves, S., Majhanovich, S. (eds) Art and Intercultural Dialogue. Comparative and International Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-423-7_10

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-423-7_10

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-423-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation