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Educational implications of artistic practicepermeating practices and discourses /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educational implications of artistic practiceedited by Luis S. Villacañas-de-Castro, Miguel Corella-Lacasa.
Reminder of title:	permeating practices and discourses /
other author:	Villacañas-de-Castro, Luis Sebastián.
Published:	Cham :Springer Nature Switzerland :2025.
Description:	vi, 277 p. :ill. (chiefly col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Educational Philosophy.
Online resource:	https://doi.org/10.1007/978-3-031-99090-8
ISBN:	9783031990908$q(electronic bk.)

Educational implications of artistic practicepermeating practices and discourses /
Educational implications of artistic practicepermeating practices and discourses /[electronic resource] :edited by Luis S. Villacañas-de-Castro, Miguel Corella-Lacasa. - Cham :Springer Nature Switzerland :2025. - vi, 277 p. :ill. (chiefly col.), digital ;24 cm. - Transdisciplinary perspectives in educational research,v. 92662-6705 ;. - Transdisciplinary perspectives in educational research ;v. 3..

Chapter 1. General introduction. Miguel Corella-Lacasa and Luis S. Villacañas-de-Castro -- Chapter 2. Schiller in the 21st century: Aesthetic education in the face of the challenges of neoliberalism and attention capitalism. Antonio Rivera, Universidad Complutense de Madrid (Confirmed contribution) -- Chapter 3. What became of the educational turn in the arts? Art as an educational experience. Miguel Corella-Lacasa, Universidad Politécnica de Valencia. (Confirmed contribution) -- Chapter 4. Mining The Feminist Archive. Sara Torres-Vega, Universidad Complutense de Madrid. (Confirmed contribution) -- Chapter 5. What art can teach about conducting research in education. Wenceslao García-Puchades y Javier Monforte, Universitat de València. (Confirmed contribution) -- Chapter 6. Body, relationship and affection. Artistic-educational practices as a vulnerable experience. Elena Rocamora, Universidad Politécnica de Valencia. (Confirmed contribution) -- Chapter 7. Art and creative thinking in education for post-growth societies. José Albelda, Polythecnic University of Valencia and CIAE Researcher. (Confirmed contribution) -- PART II. Art in Education -- Chapter 8. Art as a place of imminence: Art, Subjectivization and Physical Education. Irene López-Secanell, Florida Universitària. (Confirmed contribution) -- Chapter 9. Parallel visions: exploring the intersections between art and pedagogy. The creative impulse of collage for initial teacher training. Donatella Donato and Carlos Ramón-Olano, Universitat de València. (Confirmed contribution) -- Chapter 10. Dewey on the Arts and/in Higher Education. Leonard Waks and Eli Kramer, Temple University and University of Wrocław. (Confirmed contribution) -- Chapter 11. Video-based research for an agonistic civic education. Wenceslao García-Puchades and Elvira Asensi-Silvestre, Universidad de Valencia. (Confirmed contribution) -- Chapter 12. Performance and Education: Artistic Actions for Social Change. Sandra Martorel and Rosa Sáez, Universitat Politècnica de València and EASD Valencia. (Confirmed contribution) -- Chapter 13. Art in the educational spiral: John Dewey and culturally sustaining pedagogies. Luis S. Villacañas de Castro, University of Valencia. (Confirmed contribution) -- Chapter 14. Artificial, intelligence, queer and Art Education. Museari as a virtual experience. Ricard Huerta, Universitat de València. (Confirmed contribution).

This collection draws on a range of frameworks from the fields of aesthetics, philosophy, and political theory to discuss how art has been characterized across the humanities. It derives consequences for educational institutions, pedagogy, and teachers of specific curricular areas. The book addresses issues such as how art has been defined, what its affordances are for educators, whether artistic practice is an intrinsically educational process, whether museums and galleries are educational institutions and, conversely, whether schools may also qualify as artistic laboratories. Through these and more questions, the book approaches the education-art nexus from both sides of the relationship with chapters that either look at education through art, or at art through education. The contributors belong to education, aesthetic, and arts university departments and report on a variety of interdisciplinary research projects. As a result, the volume provides both theoretical insights into the distinct means and purposes of art, and lively illustrations of the affordances that art holds for educators in different institutions and contexts. Although rooted for the most part in the Spanish-speaking world, the volume embraces a glocal perspective whereby contemporary tendencies and discussions are embodied and transmitted through rich and textured qualitative case studies.

ISBN: 9783031990908$q(electronic bk.)

Standard No.: 10.1007/978-3-031-99090-8doiSubjects--Topical Terms:

274754
Educational Philosophy.

LC Class. No.: N84

Dewey Class. No.: 707.1

Educational implications of artistic practicepermeating practices and discourses /
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