Liberal ideals, postmodern practice: A working paradox for the future of secondary school art education in England?

Grant, Will

Abstract

Modern liberal rationales continue to inform a majority of teaching and learning in English art classrooms. In a postmodern Western society increasingly informed by neoliberal globalisation this approach begins to look either like an anachronism or an act of outmoded pedagogic resistance. What is certain is that the modern liberal tradition is increasingly irrelevant to a young generation of learners, but while alternative paradigms have subsequently been suggested none have come to replace the stubbornly established rationales of modernism and liberalism. This article suggests novel futures for the justification and relevance of art education that move beyond those currently prevalent. Preferable futures are suggested that synthesise postmodern practice with liberal ideals in a paradox requiring creative consideration. While the difficulties of drawing upon such contradictory rationales are noted, a case is made that if such a purpose might be accepted and imbedded in art educational futures, then there may result a more relevant and sustainable future for art education in England.

• Journal Article Type: Article
• Acceptance Date: Feb 10, 2020
• Online Publication Date: Jun 2, 2019
• Publication Date: Feb 1, 2020
• Deposit Date: Jul 28, 2021
• Journal: International Journal of Art and Design Education
• Print ISSN: 1476-8062
• Electronic ISSN: 1476-8070
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 39
• Issue: 1
• Pages: 56-68
• DOI: https://doi.org/10.1111/jade.12228
• Keywords: Arts and Humanities (miscellaneous); Visual Arts and Performing Arts; Education
• Public URL: https://uwe-repository.worktribe.com/output/7583568