Elizabeth Grierson

Art and Creativity in the Global Economies of Education

Creativity: what might this mean for art and art educators in the creative economies of globalisation? The task of this discussion is to look at the state of creativity and its role in education, in particular art education, and to seek some understanding of the register of creativity, how it is shaped, and how legitimated in the globalised world dominated by input‐output, means‐end, economically driven thinking, expectations and demands. With the help of Heidegger some crucial questions are raised, such as: How can art maintain its creative ontological and epistemological potential in the creative economies of globalisation? Is it possible for art and the creative arts to act as a process of ‘revealing’ and ‘becoming’ and ‘throwing light’ on the world while working within the market economies of innovation and entrepreneurship where creativity has become a generalised discourse? What matters in this discussion is to find a way to argue for the sustainability of art education as a creative mode of enquiry through which self and the world may be better understood, identity might be realised as difference and being‐in‐time might be possible.

Original sound compositions reduce anxiety in emergency department patients: a randomised controlled trial.

Objective: To determine whether emergency department (ED) patients’ self‐rated levels of anxiety are affected by exposure to purpose‐designed music or sound compositions with and without the audio frequencies of embedded binaural beat.

Difference: A critical investigation of the creative arts with attention to art as a site of knowledge

This paper brings a critical focus to difference and the creative arts in education with specific attention to art as a site of knowledge in New Zealand conditions. The 1990s and early 2000s are marked by a paucity of critically engaged literature on the arts in education and a conspicuous absence of discussions on the politics of difference. Alongside the global return to empirical research in education where quantifiable data‐based projects tend to attract attention ahead of fundamentally crucial questions of philosophical and critical registers, there has been an apparent reinvention of liberal humanistic concepts of creative practice. These tendencies are coupled with strategic political alignments of creativity with industry. The outcome appears to be a withering of attention to the politics of difference on the vine of educational philosophy, policy and practice in art education. The paper suggests that if the creative arts are to hold or gain any purchase in the stakes of education in a global world this vine must be tended and revitalised through a rigorous application of critically framed questions so that discourses of difference can be recognised as a social and political responsibility in the art educational encounter.

Supervising Practices for Postgraduate Research in Art, Architecture and Design

Supervising Practices for Postgraduate Research in Art, Architecture and Design offers insights into supervisory practices in creative and design-based research by academics at Royal Melbourne Institute of Technology (RMIT) University, Australia. The book focuses on practices of supervising candidates who are undertaking postgraduate research in art, architecture, design and creative writing. It addresses a decisive shift in the academy towards an emphasis on applied practice-led research undertaken through project-based investigations. This model articulates an effective means to conduct research on knowledge both embodied in, and discovered through creative and design practices. Such knowledge can be understood in the context of broad socio-cultural changes in which creative and applied practice is defining and leading cultural, scientific, technological and creative economies.

Activating Aesthetics: Working with Heidegger and Bourdieu for engaged pedagogy

Abstract This article seeks to investigate art in public urban space via a process of activating aesthetics as a way of enhancing pedagogies of engagement. It does this firstly by addressing the question of aesthetics in Enlightenment and twentieth-century frames; then it seeks to understand how artworks may be approached ontologically and epistemologically. The discussion works with the philosophical lenses of two different thinkers: Heidegger, in ‘Building Dwelling Thinking’ and ‘The Origin of the Work of Art’, and Marxist sociologist, Bourdieu with his work on a theory of practice and habitus. It asks how art may work in the meaning-making processes of place and the human subject in terms of ontological difference (Heidegger) and dispositional capital (Bourdieu). In bringing these different organising principles of interpretation to specific works of art, the discussion draws from locational research undertaken in Newcastle/Gateshead and Melbourne.

Collective writing: An inquiry into praxis

This is the second text in the series collectively written by members of the Editors’ Collective, which comprises a series of individual and collaborative reflections upon the experience of contributing to the previous and first text written by the Editors’ Collective: ‘Towards a Philosophy of Academic Publishing.’ In the article, contributors reflect upon their experience of collective writing and summarize the main themes and challenges. They show that the act of collective writing disturbs the existing systems of academic knowledge creation, and link these disturbances to the age of the digital reason. They conclude that the collaborative and collective action is a thing of learning-by- doing, and that collective writing seems to offer a possible way forward from the co-opting of academic activities by economics. Through detaching knowledge creation from economy, collaborative and collective writing address the problem of forming new collective intelligences.

Ten theses on the the shift from (static) text to (moving) image

To cite this article: Michael A. Peters, E. Jayne White, Elizabeth Grierson, Georgina Stewart, Georgina Stewart, Nesta Devine, Janita Craw, Andrew Gibbons, Petar Jandrić, Michael A. Peters, Rene Novak, E. Jayne White, Richard Heraud & K. Locke (2018) Ten theses on the the shift from (static) text to (moving) image, Open Review of Educational Research, 5:1, 56-94, DOI: 10.1080/23265507.2018.1470768 To link to this article: https://doi.org/10.1080/23265507.2018.1470768

Is peer review in academic publishing still working

ABSTRACT Peer review is central to academic publishing. Yet for many it is a mysterious and contentious practice, which can cause distress for both reviewers, and those whose work is reviewed. This paper, produced by the Editors’ Collective, examines the past and future of peer review in academic publishing. The first sections consider how peer review has been defined and practised in changing academic contexts, and its educational significance in the development of scholarship. The paper then explores major historical and contemporary issues around identity, diversity, anonymity, and the review process, and the related power of editors versus reviewers in academic publishing. Finally, the paper discusses the case of new scholars as reviewers engaging in neoliberal labour, before concluding with some brief recommendations based on our analysis.

Trust and fiduciary relationships in education: What happens when trust is breached?

Abstract This paper examines trust as a fundamental aspect of fiduciary relationships in education. The specific relationship under examination is that of academic employee and university employer. Both have the value of trust assigned to them as an implicit part of their social and professional contract. The setting is Australia, but the principles apply to any democratic jurisdiction and educational level or location, where fiduciary principles are a pre-condition for healthy and trustworthy working relationships. The paper firstly discusses the meaning and application of ‘trust’ and ‘fiduciary’, and considers the codes that regulate fiduciary relationships in education. It then asks what happens if and when the fiduciary duties and obligations are not upheld, advancing that question through an employment law case against an Australian university, for alleged breach of the Fair Work Act (Australia). The analysis shows what may be the outcome when fiduciary trust between employee and employer is breached, how it may happen, and the consequences of this. The aim of the paper is to throw light on the value of trust for robust working relationships in academic life. Ultimately, the paper shows that trust is axiomatic to a working system of justice in a healthy educational workplace.

Calling for change: A feminist approach to women in art, politics, philosophy and education

Abstract Michel Foucault showed by his genealogical method that history is random. It comprises sites of disarray and dispersal. In those sites, Simone de Beauvoir wrote philosophy through lived experience of woman as Other in relation to man as the Absolute. Here lies a fecund site for revisionist analysis of female cultural production and its relevance to a philosophy of education. The paper works with a feminist approach to the politics of knowledge, examining textual and political strategies in the recording of history and the ‘othering’ of women through dominant cultural discourses. Infusing this discussion is a feminist politics of interrogation on cultural change for women. The paper investigates contributions of women to fields of art, politics, education and philosophy, and to the ways their contributions have been considered, received, positioned. Different approaches to feminism become apparent in the different conditions of knowledge under discussion. This leads to a final consideration of feminist challenges in context of the politics of neoliberalism as it seeks to identify a feminist potential for ‘a cleansing fire’. The interventions in this paper trace political strategies and challenges for a philosophy of education to keep the momentum of feminist histories and issues to the forefront of scholarly enquiry and political/social action.