Arts Education Research

digitale publicatie
B. Jörissen; L. Klepacki; E. Wagner
jaar van uitgave
Met literatuuropgave. - In: Oxford Research Encyclopedia of Education.
20 p.

Overview of the research field about arts education from an international perspective. Research in arts education is characterized by a tension between presupposed theoretical concepts about “arts” and “education,” on the one hand, and the global field of untheorized arts education practices, on the other hand. This complexity is greatly magnified by the various historical and cultural understandings that characterize both the institutionalization of the arts as well as arts education itself.

The fact that research traditions are themselves closely connected to a particular field of arts education adds an additional dimension to this complex question: according to our meta-studies relating to arts education-research, it is particularly evident that:

  1. Western and Eurocentric biases are quite dominant in this research field;
  2. well-established (Western, highbrow) art genres are dominating the research landscape, tying specific research styles, research interests, and objectives toghether.

To avoid normative and potentially hegemonial biases resulting from this situation, the authors analyzed various arts education research approaches according to their the ontological, epistemological, and methodological anchorings. Based upon this, they developed a general meta-model of arts education research, combining a typology of perspectives defining arts education research and a set of dispositive dichotomies constitutive for this field.

This text does not evaluate the research in question so much as describe and classify its findings. In the course of this article they approached the field of research in arts education from three distinct perspectives:

  • Concept and discourse theory. Here they identify the conceptual framework underpinning the scientific discourse on research in “arts education” or “arts and education.” They also investigate how certain types of scientific discourse regarding arts education operate and what rationale they suggest. 
  • Ontology, epistemology, and methodology. Here they identify the connection between scientific definitions or topic constructions, scientific epistemic interests, and scientific methodological procedures in arts education research. 
  • Research perspectives, procedures, and basic attitudes. Here they identify any approaches in the field of arts education research that could be regarded as typical. Following on from these three considerations, they further examine possible international scientific perspectives, perceived gaps in the research, and possible points of interest for the future.

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