Embodied Pedagogy: Examples Of Moral Practice From Art Education

Educators operate today in a climate that favours instrumental means to achieve economically rational ends. This emphasis conflicts with the moral purpose of education, which is concerned ostensibly with widening participation and increasing personal liberty. Framed by this potential conflict is an investigation into the activity of historical figures in New Zealand art education to reveal how their deliberate activities negotiated the dominant discourses of their times, and how they shifted cultural production and understandings towards divergent social ends. These historical cases provide insight into possibilities for contemporary educators.