University of Canterbury. School of Educational Studies and Human Development
Doi
Abstract
Within art education and general education theory, various accounts have been made of the relationships between effective teaching and artistic practice. In this dissertation I have forged the identity 'artist teacher' to represent the relationships between art making and teaching. The text represents my quest to construct the
artist teacher from the conversations of a group of five women secondary art
teachers. On the way I align myself with poststructural and feminist theories of knowing and aesthetics, I contest universalising paradigms of patriarchy and Modernism and form opportune alliances with scientific rationalism. The artist teacher who is the sum of her experiences (art making, teaching) proves to be elusive and I reconstruct her as the knowing-woman-artist-teacher (to represent her multiple identities). As I explore notions of subjectivity I locate the knowingwoman- artist-teacher in a site of struggle between being knowing and being known. Sitting in tension between collusion and critique of the existing orders of art education she (I) seeks spaces for the agency of her and her students
