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Authors:Jennifer Ann Skriver, Julie Borup Jensen Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article maps affective operations in artful teaching practices in Social Education at a University College in Denmark to make visible the ways affect shapes experience, behavior, and forms of social connection. The article contributes to the fields of playful learning and aesthetic learning in higher education through its application of a relational and situated approach to affectivity as a new line of inquiry illuminating the dynamics of affect in artful educational practices. We argue that bringing considerations of affectivity to the study of artful educational practices utilized as a catalyst for playful learning in Social Education has: (1) important implications for how we might leverage the affective power of bodies learning together (Harris, Jones, 2021) for designing and developing inclusive playful learning encounters; (2) important implications for how we might better understand the exclusive dynamics and micropolitical dimensions of aesthetic practices in order to better respond to the inherent power structures and nuanced nature of privilege. Citation: Arts and Humanities in Higher Education PubDate: 2023-09-25T05:56:31Z DOI: 10.1177/14740222231200409
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Authors:Elena SV Flys, Anna Matamala Abstract: Arts and Humanities in Higher Education, Ahead of Print. Co-creation has been used across disciplines and within the arts for quite some time. This article aims to analyze what students from a university devoted to the arts understand by the term “co-creation” and how these students suggest evaluating co-creation. It also aims to compare this with the professional’s perception to relate the curriculum to what is relevant in the cultural industry. Thus, we discuss how co-creation processes could be integrated into the arts curriculum Higher Education. Through the application of this research to arts education, students, professionals, and communities can benefit from more enriched, engaged experiences with art. Citation: Arts and Humanities in Higher Education PubDate: 2023-09-15T04:36:13Z DOI: 10.1177/14740222231200406
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Authors:Maria Hellström Reimer, Ramia Mazé Abstract: Arts and Humanities in Higher Education, Ahead of Print. Debates continue about the positioning of design within research-driven universities. While the idea of autonomy has had a strong appeal, it is the bridging across established academic cultures that has proved especially effective for legitimizing design research and research education. Revisiting a conception of design as a ‘Third Space’ and drawing on a case – the Swedish Faculty for Design Research and Research Education (2008–2015) – we discuss what ‘thirdness’ can entail in context. Our account of this case reveals the unsettled dynamics of navigating in, between and across academic cultures. Design research education, we argue, has prospects to cultivate a critical space within academia, in which its ‘thirdness’ entails sensitization and agitation of the territorial conditions of knowledge. There is a need for a reconsideration of design – and academia more generally – not as a static disciplinary order but as a contested archipelago that opens for alternative orientations. Citation: Arts and Humanities in Higher Education PubDate: 2023-09-12T10:26:59Z DOI: 10.1177/14740222231200183
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Authors:Helena Kadmos, Jessica Taylor Abstract: Arts and Humanities in Higher Education, Ahead of Print. Humanities educators are frequently frustrated by students’ poor engagement in reading. The contemporary student experience is characterised by disruption and precarity. Similarly, is that of teachers who work in casual employment. This discussion is located within broader conversations around the neoliberal university, but aims to make more visible ways that teaching and learning are increasingly shaped by precarity, and consequences for the humanities. It describes what precarity in higher education looks like and considers the kinds of strategies that students and their teachers are positioned to develop by virtue of engaging in education under such conditions, amid chaos, making these meaningful through the learning theory of connectivism. This discussion points to some examples of humanities-based pedagogical innovations that seek to strengthen reading skills, while also acknowledging the changing circumstances of students to point towards avenues for ongoing consideration, reflection, and innovation in the humanities. Citation: Arts and Humanities in Higher Education PubDate: 2023-07-19T03:20:49Z DOI: 10.1177/14740222231190338
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Authors:Andrew G Gibson, Søren SE Bengtsen Abstract: Arts and Humanities in Higher Education, Ahead of Print. The border-crossing nature of science is well recognised, and has long been a focus of policy-makers with an interest in governing this space. The international aspect of the humanities is less clearly understood, and the extent to which it has been a focus of policy is similarly not well conceptualised. UNESCO’s efforts in this area provide a useful corpus of texts through which international humanities policy can be explored. Drawing on Theodor Adorno’s negative dialectics, this paper considers what UNESCO’s attempts at developing international humanities policy have to say about the ontological status of the humanities, and of policy itself. In setting out an ontology of policy, it generates a concept of ‘world humanities’ as a means of reconstituting the humanities its own specific mode of inquiry and form of knowledge. Citation: Arts and Humanities in Higher Education PubDate: 2023-07-14T11:18:44Z DOI: 10.1177/14740222231189806
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Authors:Bernardo Manzoni Palmeirim Abstract: Arts and Humanities in Higher Education, Ahead of Print. Have we been teaching reading well' Close reading has been the signature practice in literary studies. More recently, however, postcritique has polemically revised this traditional mode of teaching reading. This essay proposes the initial framework for a novel arts-based pedagogy based on Spoken-Word Song, bridging critical literary interpretation and teacher-student co-created artistic performance. Spoken-Word Song is here cast as a privileged means for allowing university students to become intellectually and emotionally invested in poetry, following precepts of the affective turn in the humanities. Moving from theory to practice, this paper will contextualize Spoken-Word Song within three domains before describing the practical steps of my pedagogy: (1) its relevance to contemporary literary theory, (2) a brief overview of the American Spoken-Word Song and (3) Spoken Word pedagogies currently practiced in the American educational system. Citation: Arts and Humanities in Higher Education PubDate: 2023-05-18T12:05:28Z DOI: 10.1177/14740222231174607
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Authors:Rachel A. Mathews, Kym Stevens, George Meijer Abstract: Arts and Humanities in Higher Education, Ahead of Print. This paper investigates the preparation of Australian undergraduate university arts students for a life challenging arts-teaching and creative experience in Timor-Leste. It explores university teaching practice and how we may achieve better student experiences in preparation for their futures as teaching artists. This narrative inquiry research hears the voices of the students through their individual, personal stories. The emerging teaching artists articulate challenges, identify shifts in beliefs and values, and confirm skills that are transferable to cultural arts teaching contexts in the future. In all, the research has resulted in 46 recommendations, some minor, and some requiring more significant structural changes that affect course delivery. For the purposes of this paper, we reflect on and discuss three of the major findings and recommendations in the pedagogical, cultural, and artistic areas of the project implementation. As such, this paper represents a reflective analysis of some of the findings regarding curriculum design within this project. Citation: Arts and Humanities in Higher Education PubDate: 2023-04-17T07:34:27Z DOI: 10.1177/14740222231165905
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Authors:Rebecca Heaton, Shannon Chan Lai Kuan Abstract: Arts and Humanities in Higher Education, Ahead of Print. This literature review paper presents ways cognitive exchange occurs in higher degree visual art education. It also attempts to demystify concerns regarding the value and presence of cognitive exchange in art education, this is because cognitive exchange is not considered in art education with the same breadth or depth as in higher education. Cognitive exchange research in higher degree visual art education is limited but there has been a surge in interest about cognitive functioning in higher education. It is therefore timely to consider how cognitive exchange is understood across visual art practices at this level. This paper presents a two phased systematic review, where cognitive exchange literature in the higher degree context is considered alongside such literature in art education. Four spaces: the individual, social, pedagogic, and policy orientated are discussed to present cognitive exchange practices in higher degree visual art education. The spaces and forms of cognitive exchange profiled, provide a knowledge contribution to disciplines that intersect with the arts and humanities. This is because they mobilize where and how cognitive exchange forms, they present opportunities and uses for cognitive exchange and help suggest ways to support its growth. Citation: Arts and Humanities in Higher Education PubDate: 2023-03-29T10:01:38Z DOI: 10.1177/14740222231165907
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Authors:Ingie Hovland Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article presents a SoTL study of students’ use of concept maps in my undergraduate class “Women in Christian History,” in a mid-semester module called “the Eve project.” I present three students’ maps to show the different kinds of understandings that students developed in this literacy encounter. I am especially interested in how I can read these learning artifacts as a humanities scholar, and I use humanities theory—in this case, new materialism—to understand aspects of my students’ map-making, with a focus on the keyword “work.” I argue that the maps in my study, read through a new materialist lens, functioned as working objects in a manner that encouraged “differenciation” (inviting students to move toward multiple undefined learning outcomes), and that this is quite different from the work of “differentiation” (ranking students according to predefined learning outcomes) that concept maps traditionally perform in science classes. Citation: Arts and Humanities in Higher Education PubDate: 2023-03-27T08:07:16Z DOI: 10.1177/14740222231165906
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Authors:Anna Apostolidou Abstract: Arts and Humanities in Higher Education, Ahead of Print. The article illustrates the potential of engaged arts-based pedagogies in higher education with respect to integration interventions for young refugees in Europe. It discusses the conception and implementation of the collaborative initiative “Find Refuge in Art”, which was part of the research Project PRESS at the Hellenic Open University. This example shows how artistic synergy may become an integral part of research design, framing both awareness raising and open education in the backdrop of intercultural exchange. The initiative encouraged the co-production of artistic work from pairs of artists with refugee and non-refugee background and culminated in an exhibition with over 75 participating artists. Challenging the victimizing conceptualizations of refugee art as a primarily trauma-centered representation of displacement, the article invites us to consider questions of agency and inclusion in terms of mutual recognition and to widen participation as a means of fostering transformative intercultural learning and epistemic justice in universities. Citation: Arts and Humanities in Higher Education PubDate: 2023-02-16T09:35:19Z DOI: 10.1177/14740222231156807
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Authors:Adrian Hale Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article builds on research, previously published in this journal, which tracked student outcomes in a first year core course in an Australian university over the space of 6 years. That research found that a fundamental shift in educator attitude - away from problematising student disadvantage, to seeing student disadvantage as an opportunity - was essential in activating student motivation and autonomy. Success was measured by student retention, overall grade distributions, and positive student feedback. Viewing student deficits not as the problem, but rather as ‘rich points’, or opportunities for adaptation, is helping to facilitate student success. Indeed, this article asserts that an integral part of finding solutions is the ability to decode student feedback – both positive and negative – as an articulation of what disadvantaged students need most. Citation: Arts and Humanities in Higher Education PubDate: 2023-02-16T09:34:15Z DOI: 10.1177/14740222231156820
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Authors:Naima Iftikhar, Philip Crowther, Lindy Osborne Burton Abstract: Arts and Humanities in Higher Education, Ahead of Print. An understanding of the theoretical basis of the design learning process, and the resulting partnership between students and teachers in contemporary design studios, is required to optimise learning. Students’ learning in the architecture design studio has been widely studied, however the specific activities of students and teachers, and the interpersonal interactions between them, have not been investigated in great depth. This research identifies a complex, nuanced situation, one with three consecutive phases of different learning activities and relationships. An undergraduate architecture program at a large Australian university is analysed using a modified Delphi method to investigate the perceptions of staff and students and achieve convergence upon a shared understanding of how the design learning process unfolds through three distinct phases to support learning. Citation: Arts and Humanities in Higher Education PubDate: 2023-02-15T09:49:11Z DOI: 10.1177/14740222231156816
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