Ranciere and Emancipatory Art Pedagogies: The Politics of Childhood Art

Description

Drawing on the thoughts of Jacques Ranciere, this open access book seeks to understand the politics of childhood art by attending to the relational matters in children's artistic practices rather than the linear age-based developmental theories which often limit children's creativity. Weaving Ranciere's ideas on pedagogy, politics, and aesthetics, with a research study at a Kindergarten classroom in the USA and the author's own art experiences in South Korea as a child, Hayon Park discusses the politics and ethics of teacher-led art projects, children's popular culture, and adult-child drawing companionship. The author argues that childhood art and in education is inherently political and relational as, from an early age, children are acutely aware of monitoring, categorisation, and the potential oppression of their art making and learning. Offering a post-structural, reconceptualist approach to art education, Park argues for new emancipatory practices and pedagogies, which encourage children's creativity and activate curiosity. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com.

Hayon Park is Assistant Professor of Art Education in the School of Art at George Mason University, USA. She is co-editor, with Christopher M. Schulte, of Visual Arts with Young Children: Practices, Pedagogies, and Learning (2021).

A fascinating read, which encourages us to rethink childhood art as a vibrant political site. Thinking with Ranciere offers new perspectives on the interactions, experiences and pedagogies of childhood art and the contribution we make as art educators. * Mona Sakr, Senior Lecturer in Education and Early Childhood, Middlesex University, UK * Hayon Park offers a vibrant and compelling call for a relational ethics of ignorance and configuring mutual spaces of un-knowing and being together in-the-making in research with children. A brilliantly hopeful proposition for emancipatory pedagogies and art as the 'third thing' that displaces the dominance of both educator and child centeredness. * Sylvia Kind, Capilano University, Canada *