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• Volume I: Histories and Philosophies
About the Editors vii
List of Contributors ix
Full List of Entries xv
Thematic List of Entries xxi
Foreword xxiii
Acknowledgments xxv
Introduction xxvii
Part I: Histories 15
Part II: Philosophies 417
• Volume II: Curriculum
Thematic List of Entries vii
Part I: World Regions 575
Part II: Educational Levels 721
Part III: Content, Concepts, and Skills 851
Part IV: Inclusive Curriculum 991
Part V: Community and Policy 1093
• Volume III: Pedagogy
Thematic List of Entries vii
Part I: Making, Places, and Sites 1213
Part II: Artists, Teachers, and Learners 1347
Part III: Community, Ethics, and Politics 1505
Part IV: Concepts, Cognition, and Futures 1625
Index 1763

The definitive reference for anyone in the art and design education community

Written in conjunction with The National Society for Education in Art and Design, the International Encyclopedia of Art and Design Education offers an indispensable resource for students, scholars, and researchers working in the field of art and design education. It contains accessible introductions to key topics, concepts, and thinkers, as well as sophisticated debates on contentious areas, covering the whole age range from early years to post-university in formal and informal settings.

This multi-volume reference work examines historical and contemporary art and design education worldwide, from over thirty different countries, in Africa, Europe Asia, Middle East, Australasia and the Americas. It includes topics such as Epistemic Disobedience in Contemporary Latin American Art; Visual Arts Education in Museums; Elementary Art and Design Curricula; Social and Mobile Media in Art and Design Curriculum; Performative Literacy; Postmodern Pedagogical Principles of Museum-Informed Art Education and much more.

The International Encyclopedia of Art and Design Education defines the conversation for the entirety of the art and design community through authoritative reference of peerless quality.

• Richard Hickman, PhD, MA (Cantab), ATD, Cert Ed, is emeritus professor of aesthetic development at the University of Cambridge, UK, and dean of Homerton College. His teaching experience includes 13 years as a teacher of art and design, and he has been a university lecturer in art and design education since 1985. Professor Hickman’s major works include The Art and Craft of Pedagogy (2011) and Why We Make Art and Why It Is Taught (2010). He was awarded the Sir Herbert Read Award for lifetime achievement in art education by the International Society for Education through Art in 2014 and has also won the University of Cambridge Pilkington Prize for teaching excellence.
• John Baldacchino, B.Ed (Hons), MA, PhD is professor of arts education and director of the Division of the Arts at the University of Wisconsin–Madison, USA. He was previously faculty at Columbia University, USA, Gray’s School of Art, UK, and the universities of Dundee, Warwick, and Falmouth, UK. A specialist in art, philosophy, and education, to date he has published 10 books. These include John Dewey: Liberty and the Pedagogy of Disposition (2014), Art’s Way Out: Exit Pedagogy and the Cultural Condition(2012), Makings of the Sea (2010), and Education beyond Education: Self and the Imaginary in Maxine Greene’s Philosophy (2009).
• Kerry Freedman, PhD, MA, BFA is professor of art and design education at Northern Illinois University, USA. Her research focuses on questions concerning the relationship of curriculum to art, culture, and technology. Professor Freedman has published five books and over 100 articles and book chapters translated into multiple languages. She has given over 200 national and international presentations and has been a visiting professor and Fulbright Scholar at several universities. Professor Freedman has provided significant leadership at the national and international levels and won numerous grants and awards, including the National Art Education Association Manuel Barkan Memorial Award for outstanding publication, the Australian Leon Jackman Award for distinguished research in art education, and, in 2018, the Viktor Lowenfeld Award.
• Emese Hall, BSc (Hons), PGCE, M.Ed, MSc, PhD, FHEA is senior lecturer in art education and former director of the Postgraduate Certificate in Education Primary Program at the University of Exeter, UK. Previously a primary and early years teacher, she began lecturing full time at Exeter in 2010. Her research interests encompass drawing, reflective practice, professional learning, communication, and creativity. She is a co-vice president of the National Society for Education in Art and Design (NSEAD) and coordinator of the NSEAD regional network group Exeter Area Art Educators. Recent publications include “The NSEAD Survey Report 2015–16: Political Reflections from Two Art and Design Educators” (with Rachel Payne, International Journal of Art & Design Education, 2017) and the book chapter “The Ethics of ‘Using’ Children’s Drawings in Research” (2015).
• Nigel Meager, BA (Hons), PGCE, MFA, MRes, PhD is a visiting researcher with the Faculty of Fine Arts at the University of Barcelona, Spain, and an associate of King’s College, University of Cambridge, UK, where he supports visual arts practice in the college. After first working as a professional artist, Nigel became increasingly immersed in art education, working as a gallery educator, teaching in schools, and training teachers. His current research in Barcelona intersects with ethnographic film practices in social anthropology and explores how children can observe learning and living in school using observational filmmaking techniques. A new monograph, Observational Filmmaking for Education, was published in 2018.
• The National Society for Education in Art and Design (NSEAD) is a leading professional association and an independent trade union, representing art and design education across the curriculum and throughout the United Kingdom.