Australian Art Education Vol. 32, Special Edition, 2009

Contents

The formation of visual as concept and practice in art education: towards an understanding of disciplinarity
Joanna Barbousas, School of Education, Australian Catholic University, Mount Saint Mary, NSW

Abstract

This paper reports on research investigating the formation of visual as discursive practice in art education. Poststructural methodologies of discourse analysis are applied which disrupt traditional accounts of discipline configurations determined in histories of art education. Using Michel Foucault’s methods of history, archaeology and genealogy, art education as discipline is mapped through an investigation of visual as concept and practice. This research contends that the emergence of current practices in visual culture, as configured within the constraints of art education amplifies the conditions of visual to define art education as a field. The mobilisation of discourses, verified by discipline formations in art education is authorised by the distribution and categorisation of knowledge that is sequenced within power/knowledge structures. Therefore, the research demonstrates how visual, as a discursive practice is one way of tracing the conditions of the field, including the structure of discipline as knowledge and subject in art education. A discourse analysis of visual provides for an examination of past and present understandings and practices that are normalised and powered within and through art education as a field of practice.

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