Looking at a range of earlier shifts in the development of arts education, these texts provoke an ever-present history, an archive of pedagogical thinking that continues to inform the forward movement of contemporary educational institutions.
The challenge to implement inter-disciplinarity and to define methods of cultural/class/racial/age/gender diversification in art schools is ongoing. The readings included here circulate notions of a situated and contextualized student self through ideas of critical thinking pedagogy, liberatory politics in design, and relational practices throughout cultural research and production.
What can we learn from institutional experiments and alternative academies? Provided here is a sample of “art schools” that adopt nomadic infrastructure, collective governance and parasitic practices, which critique and respond to accredited and legitimized models of higher learning.
Now that digital and web culture has permeated both the theory and practice of education in the 21st century, these resources offer recent perspectives on how and when to incorporate online space into the structure and intention of the studio environment.
In response to structural changes affecting art and design colleges and universities, such as the influences of the Bologna Process, ecological design standards, global market failures, and the expansion of higher terminal degree opportunities, institutions are faced with the need to adapt to changing economic conditions and moral economies both within and without.