Always the New: Paradigms and the Inherent Futurity of Art Education Historiography

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    Abstract

    This article focuses on the use of paradigm as a historiographical concept in art education research from the 1980s onwards and examines what kind of understanding of time and history it has promoted. While Thomas Kuhn’s influential paradigm theory has lost it relevancy for the current historical research in art education, art educators still continue to use terms paradigm and paradigm shift especially when conceptualizing a new approach to teaching art or alternatively articulating the difference between past and present practices. I claim that even though Kuhnian paradigm theory and the post-Kuhnian “postparadigmatic” era proposed by Pearse (1992) have helped to approach the historical contingency of epistemological bases of art education research and historiography, they have not challenged the linear and chronological time of scientific knowledge production. By using the term paradigm to examine these temporal modalities of research, this article seeks to question more generally what kind of understanding of time and history do art education researchers put forward.
    Original languageEnglish
    Pages (from-to)69-79
    Number of pages11
    JournalStudies in Art Education
    Volume58
    Issue number1
    DOIs
    Publication statusPublished - 13 Feb 2017
    MoE publication typeA1 Journal article-refereed

    Keywords

    • historiography
    • paradigm theory
    • time
    • Thomas Kuhn
    • Walter Benjamin

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