B. Stephen Carpenter

Drawing(Past, Present, and Future) Together: A(Graphic) Look at the Reconceptualization of Art Education

Abstract IN THIS GRAPHIC REPRESENTATION, TWO CHARACTERS/CARICATURES DISCUSS, CONTEMPLATE, AND FANTASIZE THE HISTORY OF THE FIELD OF ART EDUCATION, ITS CURRENT STATE, AND FUTURE MANIFESTATIONS. THE CONVERSATION IS ILLUSTRATED AROUND THE POSSIBLE RECONCEPTUALIZATION OF ART EDUCATION. THROUGH TEXT AND VISUAL METAPHORS, THE PHILOSOPHICAL BELIEFS, THEORETICAL FORMATIONS, AND DISCURSIVE TERRITORIES OF THE RECONCEPTUALIZATION OF ART EDUCATION AND THE CRITICALLY COMPATIBLE FRAMEWORKS THAT INFORM ITS LIKELIHOOD ARE DRAWN TOGETHER. MAJOR THEMES AND MOVEMENTS SUCH AS VISUAL CULTURE, ARTS BASED RESEARCH, COMMUNITY-BASED PEDAGOGY, ENVIRONMENTAL AND ECO-ART EDUCATION, AND LACANIAN PSYCHOANALYTIC THEORY ARE SKETCHED OUT.

Ensemble PDP-8: eight principles for distributed portals

Ensemble, the National Science Digital Library (NSDL) Pathways project for Computing, builds upon a diverse group of prior NSDL, DL-I, and other projects. Ensemble has shaped its activities according to principles related to design, development, implementation, and operation of distributed portals. Here we articulate 8 key principles for distributed portals (PDPs). While our focus is on education and pedagogy, we expect that our experiences will generalize to other digital library application domains. These principles inform, facilitate, and enhance the Ensemble R&D and production activities. They allow us to provide a broad range of services, from personalization to coordination across communities. The eight PDPs can be briefly summarized as: (1) Articulation across communities using ontologies. (2) Browsing tailored to collections. (3) Integration across interfaces and virtual environments. (4) Metadata interoperability and integration. (5) Social graph construction using logging and metrics. (6) Superimposed information and annotation integrated across distributed systems. (7) Streamlined user access with IDs. (8) Web 2.0 multiple social network system interconnection.

Making Meaningful Connections: Interactive Computer Hypertext in Art Education

Abstract When interactive computer technology is used in meaningful and connective ways, it both enhances and provokes the focus and purpose of art instruction and learning to be expansive and personally relevant. In this paper, we describe an approach to interpretation and curriculum design that requires users to make visual and conceptual associations among examples of visual culture, works of art, and content from various disciplines for the purpose of making meaning. A theoretical foundation for using hypertext authoring software to promote an empowering form of art education is provided, as are strategies for constructing rich interpretations of works of art and meaningful curricula. The use of hypertext authoring software by teachers and students to create interactive readings and on-going interpretations makes explicit their function as Type II applications. We believe that better ways of teaching and learning result from such interactive, hypertextual experiences with works of art, as they require users to make explicit various connections among various meaningful texts, experiences, and sources.

Digital library 2.0 for educational resources

We report on focus group feedback regarding the services provided by existing education-related Digital Libraries (DL). Participants provided insight into how they seek educational resources online, and what they perceive to be the shortcomings of existing educational DLs. Along with useful content, social interactions were viewed as important supplements for educational DLs. Such interactions lead to both an online community and new forms of content such as reviews and ratings. Based on our analysis of the focus group feedback, we propose DL 2.0, the next generation of digital library, which integrates social knowledge with DL content.

The Return of Visual Culture (Why Not

In the March 2003 issue of Art Education, editor Pat Villeneuve asked, “WHY visual culture art education? Why not?” (2003, p. 5). More than 2 years later, these questions are still important to consider beyond their apparently rhetorical tone.

Navigating the Third Space

This Perspectives collection emerged from our common interests in the ways in which artists, curators, cultural workers, designers, and educators activate what Homi K. Bhabha (2004) has defined as ...

Editors’ introduction: Ignorance and indifference: Musings on not knowing and not caring

Many school children learn this joke by the time they enter middle school. Like most popular jokes for children of that age, it requires more than a strong vocabulary—it also requires an understanding of wordplay as well as irony. Ignorance is sometimes characterized by a lack of knowledge and described as a state of being uninformed. Not knowing by choice or circumstance does not necessarily mean an inability to learn or to know. Being ignorant—existing within a state of ignorance—is not necessarily a steadystate condition, of course. Some people emerge from ignorance into a space of knowledge, understanding, and wisdom. That is, ignorance can be overcome and revised. While sometimes misinterpreted and equated with stupidity, ignorance is not neatly synonymous with a lack of education, wisdom, intelligence, competence, or knowledge. To ignore is to be ignorant and to be ignorant is to engage in an active and sometimes conscious state of not paying attention. Simply put, indifference is apathy. It is a psychological situation centered on a lack of compassion, sympathy, empathy, or concern. Indifference encourages one to remain at a distance from a situation, challenge, conflict, or confrontation, not caring about how something plays out. To be indifferent is to engage in an active and sometimes conscious state of aloofness and inattention. Ignorance and indifference seem to bleed into one another, however, when one considers the kinds of ignorances taken up in the Perspectives section of this issue of the journal. This form of ignorance is not the accidental kind “thought of as a gap in knowledge, as an epistemic oversight that easily could be remedied once it has been noticed” (Sullivan & Turana, 2007, p. 1). While this kind of ignorance exists, there are other ignorances that are not simply innocent gaps in knowledge; rather, they can be “actively produced for purposes of domination and exploitation” (p. 1). Frye

Editors’ Introduction: The Willfulness of Curriculum and Pedagogy

This issue marks a significant milestone for the Journal of Curriculum and Pedagogy as we move to the publisher, Taylor & Francis. This transition could not have happened without the efforts of a number of people but in particular Rubén Gaztambide-Fernández and Jake Burdick, the past chair and current chair of the publications committee for the Curriculum and Pedagogy Group, respectively. Rubén and Jake worked diligently with Taylor & Francis, reading, revising, and negotiating our contract. We are excited about our new published format and of course our streamlined review process! In launching this inaugural issue of the Journal of Curriculum and Pedagogy with Taylor & Francis, we now introduce a few members of our editorial team. Jorge Lucero is our cover art assistant editor and Morna McDermott serves as the assistant editor for the arts-based section. Each year, the second issue of each volume will feature a book and media review section, which is coordinated by Laurel Chehayl. Behind the scenes this year have been three outstanding editorial assistants, Stephanie Wilcox, Donna Kakonge, and Danielle Leveston, who help manage our review process and the steady stream of e-mails. The journal is thriving, and we continue to receive a steady stream of manuscript submissions. We owe much gratitude to our editorial review board and assistant editors for their careful reviews and comments of these manuscripts. This issue also marks a significant shift in the field of curriculum and pedagogy through the contributions of our perspectives authors. Pondering the relative absence of scholars of color in curriculum theory and how the dynamics of racialization operate in curriculum and pedagogy, our guest editors Rubén Gaztambide-Fernández and Zahra Murad challenge us to consider the “necessary browning of curriculum.” Expanding on the ideas offered by the panel of scholars who presented works under the “Browning Caucus” strand at the 2010 Curriculum and Pedagogy conference, GaztambideFernández and Murad have brought together key scholars whose research addresses the questions of race and identity in order to question and develop an antiracist agenda for curriculum studies as a field. Their proposal could be interpreted as willfulness—stubborn, capricious, and unruly—and thus become an outcast vagabond. But if we heed feminist and cultural studies

Ensemble: a distributed portal for the distributed community of computing education

NSFs NSDL is composed of domain-oriented pathways. Ensemble is the pathway for computing and supports the full range of computing education communities, providing a base for the development of programs that blend computing with other STEM areas (e.g., X-informatics and Computing + X), and producing digital library innovations that can be propagated to other NSDL pathways. Computing is a distributed community, including computer science, computer engineering, software engineering, information science, information systems, and information technology. Ensemble aims to provide much needed support for the many distinct yet overlapping educational programs in computing and their associated communities. To do this, Ensemble takes the form of a distributed portal providing access to the broad range of existing educational resources while preserving the collections and their associated curatorial processes. Ensemble encourages contribution, use, reuse, review, and evaluation of educational materials at multiple levels of granularity.

Multiple sources with multiple portals: a demonstration of the ensemble computing portal in second life

This demonstration is an overview of our Ensemble pathway project with group members on-location at the conference and in the virtual world of Second Life from remote locations providing a live walk-through tour of our project online. This approach allows the demonstration to extend beyond the allocated conference session as a means to attract people to JCDL/ICADL.