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‘I came here to do art, not English’: Antecedent subject subcultures meet current practices of writing in art and design education (2022)
Journal Article
Rintoul, J. (in press). ‘I came here to do art, not English’: Antecedent subject subcultures meet current practices of writing in art and design education. Journal of Writing in Creative Practice,

A writing/making divide, within the broader theory/practice myth, is part of the historical narrative in art and design education that both clashes with, and persists in, current practices of writing in art and design. The theory/practice myth separa... Read More about ‘I came here to do art, not English’: Antecedent subject subcultures meet current practices of writing in art and design education.

The radical potential in becoming: Disembodied breasts and maternal femininity (2022)
Presentation / Conference
Rintoul, J., & Johnson, C. (2022, May). The radical potential in becoming: Disembodied breasts and maternal femininity. Paper presented at The Virgin’s Milk in Global Perspective: On the Fluidity of Images and the Politics of Divine Presence, Amherst College, Massachusetts, USA

Renaissance depictions of the Nursing Virgin are replete with incongruities and juxtapositions. Her rounded feeding breast is absurdly positioned and shaped in contrast to a flat space where her non-feeding breast should be; She has a dual identity a... Read More about The radical potential in becoming: Disembodied breasts and maternal femininity.

From nursing Virgins to brelfies: The project of maternal femininity (2019)
Journal Article
Johnson, C., & Rintoul, J. (2019). From nursing Virgins to brelfies: The project of maternal femininity. Journal of Gender Studies, 28(8), 918-936. https://doi.org/10.1080/09589236.2019.1607267

Contemporary debates about breastfeeding are saturated with ideas about what constitutes ‘good’ and ‘bad’ mothering, ‘achieved’ or ‘failed’ femininity frequently derived from Christian representations of the Virgin Mother. In this article we trace de... Read More about From nursing Virgins to brelfies: The project of maternal femininity.

Curricula models for teaching critical and contextual studies (2018)
Journal Article
Rintoul, J. (2018). Curricula models for teaching critical and contextual studies

This article is a review of my book ‘Integrating Critical and Contextual Studies in Art and Design: possibilities for post-compulsory education’, in which I examine, at post-16, the relationship between studio practice and critical and contextual stu... Read More about Curricula models for teaching critical and contextual studies.

Intuitive integration: A curricula model for teaching Critical and Contextual Studies (2017)
Presentation / Conference
Rintoul, J. (2017, November). Intuitive integration: A curricula model for teaching Critical and Contextual Studies. Paper presented at International Journal of Art and Design Education (iJADE) annual conference: Art and Design as Agent for Change

This conference paper proposes a curricula model and pedagogical approach that encourages students to work ‘intuitively’ as a means to empower them as learners and artists. This model draws together seemingly disparate knowledges from the studio and... Read More about Intuitive integration: A curricula model for teaching Critical and Contextual Studies.

Intuitive integration: A proposal for course design (2017)
Presentation / Conference
Rintoul, J. (2017, November). Intuitive integration: A proposal for course design. Paper presented at public symposium hosted by UWE Visual Culture Research Group (VCRG): Re-thinking Thinking in art and design education - thoughts on/from/with practice

Critical and Contextual Studies, Critical Studies, Contextual Studies, Visual Culture, Theory, Research, Art History and Contextual & Historical Studies are some of the many terms in circulation for forms of ‘theory’ in art and design education. Notw... Read More about Intuitive integration: A proposal for course design.

Integrating Critical and Contextual Studies in Art and Design: Possibilities for Post-Compulsory Education (2016)
Book
Rintoul, J. (2017). Integrating Critical and Contextual Studies in Art and Design: Possibilities for Post-Compulsory Education. Oxon and New York: Routledge

Integrating Critical and Contextual Studies in Art and Design examines the relationship between two aspects of art education that appear at times inseparable or even indistinguishable, and at others isolated and in conflict: Critical and Contextual S... Read More about Integrating Critical and Contextual Studies in Art and Design: Possibilities for Post-Compulsory Education.

‘That Tricky Subject’: The Integration of Contextual Studies in pre-Degree Art and Design Education (2016)
Journal Article
Rintoul, J., & James, D. (2017). ‘That Tricky Subject’: The Integration of Contextual Studies in pre-Degree Art and Design Education. International Journal of Art and Design Education, 36(2), 215-225. https://doi.org/10.1111/jade.12077

© 2016 The Authors. iJADE © 2016 NSEAD/John Wiley & Sons Ltd Contextual studies (CS), ‘theory’, ‘visual culture’ or ‘art history’ (amongst other labels) refer to a regular and often compulsory feature in art and design education. However, this take... Read More about ‘That Tricky Subject’: The Integration of Contextual Studies in pre-Degree Art and Design Education.

Theory and (in) Practice: The Problem of Integration in Art and Design Education (2014)
Journal Article
Rintoul, J. R., & Rintoul, J. (2014). Theory and (in) Practice: The Problem of Integration in Art and Design Education. International Journal of Art and Design Education, 33(3), 345-354. https://doi.org/10.1111/jade.12064

© 2014 NSEAD/John Wiley Sons Ltd. This paper examines the relationship between art 'theory' and art 'practice' in British art education at post-compulsory level, with a focus on the ways in which theory is framed and delivered and what this means for... Read More about Theory and (in) Practice: The Problem of Integration in Art and Design Education.