Artistic education from an international perspective: An inquiry into relevant topics, professional networks and research perspectives

Abstract

This article aims to approach the current state of Arts Education internationally. To this end, it presents the results of documentary research based on three axes: 1. The transition from an Art Education centred on transnational movements and perspectives (as expression, disciplinary basis, language, aesthetics and visual culture) to more local approaches. It focused on specific issues (social justice, decoloniality, digitalisation, etc.). 2. The professional networks link those involved in Art Education, where 3 cases are analysed: Art Education Australia, the Canadian Society of Art Education and the National Society for Education in Art and Design. And 3. The predominant research perspectives in this field are based on analyzing the proceedings from the annual European ECER conference published from NW29. Research on Arts Education (NW29) on in the past three editions. The vision that emerges from this overview is of a diverse movement with strengths and weaknesses, which continues to demand recognition in educational and cultural policies. The article closes with the outline of a balance and the formulation of some prospective lines to continue the conversation and the claim

La finalidad de este artículo es realizar un acercamiento al momento actual de la Educación Artística desde una perspectiva internacional. Para ello se presenta los resultados de una indagación documental a partir de tres ejes: (a) el tránsito de una Educación Artística centrada en movimientos y perspectivas transnacionales (como expresión, de base disciplinar, como lenguaje, como estética y como cultura visual) a enfoques más locales y centradas en problemáticas específicas (justicia social, decolonialidad, digitalización, …); (b) las redes profesionales que vinculan a quienes se dedican a la Educación Artística, donde se analizan 3 casos: la Art Education Australia, la Canadian Society of Art Education y la National Society for Education in Art and Design; y (c) las perspectivas de investigación que predominan en este campo a partir de realizar el análisis de las actas de la conferencia anual europea ECER publicadas desde la NW29. Research on Arts Education (NW29) en las tres pasadas ediciones. La visión que se deriva de este panorama es de un movimiento diverso, con fortalezas y debilidades y que sigue reclamando reconocimiento en las políticas educativas y culturales. El artículo se cierra con el esbozo de un balance y la formulación de unas líneas prospectivas para seguir con la conversación y la reivindicación

This article aims to approach the current state of Arts Education internationally. To this end, it presents the results of documentary research based on three axes: 1. The transition from an Art Education centred on transnational movements and perspectives (as expression, disciplinary basis, language, aesthetics and visual culture) to more local approaches. It focused on specific issues (social justice, decoloniality, digitalisation, etc.). 2. The professional networks link those involved in Art Education, where 3 cases are analysed: Art Education Australia, the Canadian Society of Art Education and the National Society for Education in Art and Design. And 3. The predominant research perspectives in this field are based on analyzing the proceedings from the annual European ECER conference published from NW29. Research on Arts Education (NW29) on in the past three editions. The vision that emerges from this overview is of a diverse movement with strengths and weaknesses, which continues to demand recognition in educational and cultural policies. The article closes with the outline of a balance and the formulation of some prospective lines to continue the conversation and the claim.