ERIC Number: EJ1034274
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 3
Responding to "Why the Arts Don't 'Do' Anything: Toward a New Vision for Cultural Production in Education"
Abodeely, John; Cole, Ken; Graham, Janna; Hudson, Ayanna N.; Mörsch, Carmen
Harvard Educational Review, v83 n3 p513-528 Fall 2013
In the spring of 2013, the "Harvard Educational Review" ("HER") published a special issue entitled "Expanding Our Vision for the Arts in Education" (Vol. 83, No. 1). Following a variety of forward-looking essays and arts learner reflections concerning the potential of the arts in education, the issue concluded with a provocative scholarly article, "Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education," written by Rubén A. Gaztambide-Fernández, an associate professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at the University of Toronto. In this piece, Gaztambide-Fernández makes the case that advocacy for arts education is trapped within a "rhetoric of effects" because the arts, as we conceive of them in educational environments today, rely too heavily on instrumental and intrinsic outcomes while only shallowly embodying a commitment to, or a consideration of, cultural practice. Gaztambide-Fernández further argues that what counts as "the arts" is based on traditional, Eurocentric, hierarchical notions of aesthetic experience. According to him, this discursive positioning of the arts within traditional Eurocentric power structures complicates arts teaching and learning for arts educators, especially those committed to issues of social justice. As an alternative, he suggests discursively repositioning the arts within a "rhetoric of cultural production," positing that such a discursive shift would reconceptualize arts education as experiences that "produce" culture.
Descriptors: Reader Response, Art Education, Educational Practices, Educational Objectives, Educational Strategies, Cultural Education, Group Discussion, Rhetorical Criticism, Social Change, Focus Groups, Educational Needs, Advocacy, Persuasive Discourse
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
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