Fourteenth International Conference on the Arts in Society

Abstract

The pedagogic turn to art as research advances experimental perspectives, reflective assessments, methodological innovations, and ethical issues and concerns in relation to a host of areas in the field of education. To open deliberation on the wider constellation of artwork scholarship, a case for latitudes as a disposition is made to take into account the need for breadth in our reception of research. Bridging this proposition, doctoral dissertations offer a survey of the pulse of current practices. This shifts conversations to consider knowledge clusters as pedagogically intensive thresholds, where the rendering of research is always contingent on the form, before content. Such changing protocols and practices draw attention to this exciting new vernacular beginning to take shape within the educational inquiry.