ERIC Number: ED341635
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Problems in Interpreting Meaning in Multicultural Settings; Authority in Art Education.
This articles explores authoritive problems in interpreting art education in research, namely authorization and authorship. Authorization rites and rights are now under institutional surveillance. A researcher should proceed with ethical fairness. The process of authorship is one of the negotiation of conflicting meanings, and at times subject to "overinterpretation" due to differences in theoretical traditions. Authority is rarely singular, especially after editorial review, and is actually a collective voice of experts and participants. In building an argument, a researcher can rely on different levels of authority: personal experience and expert opinion, dialogous consensus, and a polyphonic or triangulated interpretation. The latter types become more significant for a postmodern world. Authority, therefore, is a shared experience and responsibility. (KM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the United States Society for Education through Art (Columbus, OH, 1991).