Culturally reimagining education: Publicity, aesthetics and socially engaged art practice

References

• Apple, M. W. (2011). Democratic education in neoliberal and neoconservative times. International Studies in Sociology of Education, 21, 21–31.10.1080/09620214.2011.543850
   Google Scholar
• Arendt, H. (1968/1983). The crisis in education. In Between past and future: Eight exercises in political thought (pp. 170–193). New York, NY: Penguin.
   Google Scholar
• Ball, S. J. (2015). Education, governance and the tyranny of numbers. Journal of Education Policy, 30, 299–301.10.1080/02680939.2015.1013271
   Web of Science ®Google Scholar
• Barrett, E., & Bolt, B. (2007). Practice as research: Approaches to creative arts enquiry. London: IB Tauris.
   Google Scholar
• Bergdahl, L., & Langmann, E. (2017, March). Time for values: Responding educationally to the call from the past. Paper presented at PESGB, Oxford, March 30–April 1.
   Google Scholar
• Biesta, G., & Säfström, C. A. (2011). A manifesto for education. Policy Futures in Education, 9, 540–547.10.2304/pfie.2011.9.5.540
   Google Scholar
• Bingham, C., & Biesta, G. (2010). Jacques Rancière: Education, truth, emancipation. New York, NY: Continuum.
   Google Scholar
• Bishop, C. (2012). Artificial hells: Participatory art and the politics of spectatorship. London: Verso.
   Google Scholar
• Butler, J., & Athanasiou, A. (2013). Dispossession: The performative in the political. Cambridge: Polity Press.
   Google Scholar
• Collini, S. (2012). What are universities for? London: Penguin.
   Google Scholar
• Couldry, N. (2010). Why voice matters: Culture and politics after neoliberalism. London: Sage.
   Google Scholar
• Dewey, J. (1916/1997). Democracy and education. New York, NY: Free Press.
   Google Scholar
• European Commission. (2015). New priorities for European cooperation in education and training. Joint Report of the Council and the Commission on the Implementation of the Strategic Framework for European Cooperation in Education and Training (ET2020). Brussels: Author.
   Google Scholar
• Freire, P. (1989). Pedagogy of the oppressed. New York, NY: Continuum.
   Google Scholar
• Gillborn, D. (2005). Education policy as an act of white supremacy: Whiteness, critical race theory and education reform. Journal of Education Policy, 20, 485–505.10.1080/02680930500132346
   Web of Science ®Google Scholar
• Giroux, H. (2005). Border crossings: Cultural workers and the politics of education. New York, NY: Routledge.
   Google Scholar
• Holmwood, J. (2011). A manifesto for the public university. London: Bloomsbury.
   Google Scholar
• Jaeger, W. (1939–1945/1965). Paideia: The ideals of Greek culture (Vols. 1–3). Oxford: Oxford University Press.
   Google Scholar
• Kant, I. (1803/1906). On education. (A. Churton, Trans.). Boston, MA: D.C. Heath.
   Google Scholar
• Leitch, R. (2006). Limitations of language: Developing arts‐based creative narrative in stories of teachers’ identities. Teachers and Teaching: Theory and Practice, 12, 549–569.10.1080/13540600600832270
   Google Scholar
• Lewis, T. (2012). The aesthetics of education: Theatre, curiosity, and politics in the work of Jacques Rancière and Paulo Freire. New York, NY: Continuum.
   Google Scholar
• Mannion, G., Biesta, G. J. J., Priestley, M., & Ross, H. (2011). The global dimension of education and education for global citizenship: Genealogy and critique. Globalisation, Societies and Education, 9, 443–456.
   Google Scholar
• Masschelein, J., & Simons, M. (2013). In defence of the school: A public issue. (Jack McMartin, Trans.). Leuven: E-ducation, Culture & Society Publishers.
   Google Scholar
• Mathews, D. (2013). The community context for education. National Civic Review, 102, 13–16.
   Google Scholar
• Olssen, M. (2004). Neoliberalism, globalisation, democracy: Challenges for education. Globalisation, Societies and Education, 2, 231–275.10.1080/14767720410001733665
   Google Scholar
• Ozga, J. (2012). Governing knowledge: Data, inspection and education policy in Europe. Globalisation, Societies and Education, 10, 439–455.10.1080/14767724.2012.735148
   Google Scholar
• Parreira do Amaral, M., Stauber, B., & Barberis, E. (2015). Access to and accessibility of education throughout the educational trajectories of youth in Europe. European Education, 47(1), 1–10.10.1080/10564934.2015.1001251
   Web of Science ®Google Scholar
• Rancière, J. (1998). Disagreement. Minneapolis: University of Minnesota Press.
   Google Scholar
• Rancière, J. (2009). Aesthetics and its discontents. (Steven Corcoran, Trans.). Cambridge: Polity.
   Google Scholar
• Reay, D. (2001). Finding or losing yourself?: Working-class relationships to education. Journal of Education Policy, 16, 333–346.10.1080/02680930110054335
   Web of Science ®Google Scholar
• Roland Martin, J. (2002). Cultural miseducation: In search of a democratic solution. New York, NY: Teachers College Press.
   Google Scholar
• Roman, L. G. (2015). Making and moving publics: Stuart Hall’s projects, maximal selves and education. Discourse: Studies in the Cultural Politics of Education, 36, 200–226.
   Web of Science ®Google Scholar
• Säfström, C. A. (2011). Rethinking emancipation, rethinking education. Studies in Philosophy and Education, 30, 199–209.10.1007/s11217-011-9227-x
   Web of Science ®Google Scholar
• Sellar, S., & Lingard, B. (2013). The OECD and the expansion of PISA: New global modes of governance in education. British Educational Research Journal, 40, 37–41.
   Web of Science ®Google Scholar
• Spivak, G. (2014). Readings. New York, NY: Seagull Press.
   Google Scholar
• Todd, S. (2011). Becoming present in context: The politics of the gap in educational transformation. European Educational Research Journal, 10, 363–366.
   Google Scholar
• Todd, S. (2016). Facing uncertainty in education: Beyond the harmonies of Eurovision education. European Educational Research Journal, 15, 619–627.10.1177/1474904116669731
   Web of Science ®Google Scholar
• von Humboldt, W. (1793/2001). Theory of human education. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German didaktik tradition (pp. 506–518). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Warner, M. (2002). Publics and counterpublics. New York, NY: Zone Books.
   Google Scholar
• Whelan, F. (2014). TEN. Territory, encounter and negotiation: A critical memoir by a socially engaged artist. Dublin: self-published.
   Google Scholar
• Williams, R. (1958/1989). Resources of hope: Culture, Democracy, Socialism (pp. 3–14). London: Verso.
   Google Scholar