Art, Design & Communication in Higher Education (Journal)

ISSN 1474273X , ONLINE ISSN 20400896

What are the challenges of learning and teaching in art, design and communication? The peer-reviewed journal of Art, Design & Communication in Higher Education aims to inform, stimulate and promote the development of research in the field by providing a forum for debate arising from findings as well as theory and methodologies.



Editor

Susan Orr
York St John University, UK
s.orr@yorksj.ac.uk

Editorial Assistant

Mandy Towell
York St John University, UK
ADCHE@yorksj.ac.uk

The journal Art, Design & Communication in Higher Education strives to promote and share pedagogic research in art, design and communication disciplines. This peer-reviewed journal encompasses creative disciplines taught in a range of higher education contexts, including Art Schools, Colleges and Universities. The journal focuses on the pedagogies associated with all aspects of creative practice education – from theory and practice to online elements of studio-based courses. In its commitment to the enhancement of learning and teaching methods through research, the journal offers detailed accounts of specific research projects. By using the findings of these enquiries, contributors reveal the potential value of new educational strategies and stimulate the advancement of creative teaching methods.

The journal offers a platform for critical engagement with the diverse teaching practices associated with art, design and communication. Contributors are invited to examine the commonalties between art, design and communication pedagogy as well as being encouraged to consider the distinctive teaching approaches adopted within the various and many sub disciplines, including fashion, graphic design, media, product design and cultural studies.

Find us on Twitter: @ADCHEjournal 


Editor

Susan Orr
York St John University, UK
s.orr@yorksj.ac.uk

Editorial Assistant

Mandy Towell
York St John University, UK
ADCHE@yorksj.ac.uk

Editor

Susan Orr
York St John University, UK
s.orr@yorksj.ac.uk

Editorial Assistant

Mandy Towell
York St John University, UK
ADCHE@yorksj.ac.uk

Editor

Susan Orr
York St John University, UK
s.orr@yorksj.ac.uk

Editorial Assistant

Mandy Towell
York St John University, UK
ADCHE@yorksj.ac.uk

Call for Advisory Board Download

Notes for Contributors Download

CFP: ‘LGBTQI+ Embracing Pedagogies in Higher Education Art and Design’ Download


All articles submitted should be original work and must not be under consideration by other publications. 

 

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Call for Papers: ‘LGBTQI+ Embracing Pedagogies in Higher Education Art and Design’

‘Let’s be clear: there is a vast difference between diversity and inclusion and liberation and justice. One enjoys the feeling of my presence. The other embraces the fullness of my humanity.’

Danté Stewart @stewartdantec, Twitter: 24 May 2021.

Submission deadline: 30 November 2021

Guest editors: Prof. Vicky Gunn (Glasgow School of Art, Scotland) and Ass. Prof. Ben Barry (X University, Canada)

Overview

Over the last two decades there has been growing awareness of the place of lesbians, gays, bisexuals, trans, queer and intersex (LGBTQI+) inclusive and intersectional pedagogies in higher education art and design. This has not only been the case in English-speaking art and design educational contexts, but interactions between diverse cultures have engendered a global conversation of what it is to be LGBTQI+ which challenge western assumptions. There have also been generational shifts where the current cohort of LGBTQI+ art and design students find themselves in contact with ‘LGBTQI elders’ from their disciplinary communities.

These shifts have raised questions of both continuity of experience of learning as well as the need for expansion of LGBTQI+ pedagogies. With this, important questions are and have been raised, such as:

  • How has the propensity of prejudice, marginalization and exclusion engendered LGBTQI+ disadvantage, excluded multiply marginalized LGBTQI+ people, narratives and practices in art and design education?
  • How do intergenerational perceptions of LGBTQI+ radicalism play out in the studio and beyond?
  • Why are both separatism and integration part of and conflicting aspects of the LGBTQI+ visual cultural context and what does this mean for learning and teaching in higher education art and design? The tensions between collective action 'together' and separate activism of each of the categories have been sites of contestation in LGBTQI+ communities and remain something that is still being pulled and pushed as locations of both solidarity and distress. How students and staff comprehend the way these tensions play out, what it means for teaching students and how orientations play out in the ways art and design students express their learning (particularly around managing perceptions of erasure and self-censure) are all salient questions in our educational settings. 
  • What was the social amnesia of LGBTQI+ creative arts and design in higher education in the 1990s and 2000s that ignored questions being asked of art and design pedagogies around intersectional and postcolonial matters in the late 1980s?
  • How does centering BIPOC, disabled and other marginalized LGBTQI+ experiences challenge and change LGBTQI+ educational approaches in art and design education? How has homonationalism privileged some LGBTQI+ people and disadvantaged others?

This international call for papers seeks articles from researchers, practitioners and students that explore LGBTQI+ art and design pedagogies and approaches to LGBTQI+ learning in higher art and design. We ask researchers to intentionally take an intersectional approach to their exploration and analysis. Some of the questions we anticipate these papers exploring are:

  • How do postcolonial, decolonizing, Indigenous and intersectional understandings change what art and design pedagogies need to achieve in the search for LGBTQI+ inclusive educational processes and practices?
  • How have different and evolving perspectives of sex and gender in the late 2010s and during the pandemic changed how art and design educators consider LGBTQI+ experience in the curriculum?
  • Does the pivot to a more blended model of learning and teaching in art and design post-COVID facilitate more LGBTQI+ radical pedagogies in art and design or reinscribe current models?
  • What is the place of queer desires in art and design pedagogies?
  • How does art and design education foster institutional change to centre intersectional LGBTQI+ inclusion? Are we talking about occupying a small space (tokenism), being present within the whole curriculum through staffing, content and active consciousness raising (presence and inclusion), or embracing a concept of the LGBTQI+ fully human in art and design education and the powerful balance of identity awareness and cultural sensitivity this requires? How is this achieved? What are the pitfalls?
  • How can art and design schools nurture and support the next generation of LGBTQI+ students and staff, and support them to flourish on their own terms? How do current cultures, practices and policies in art and design higher education alienate and disadvantage LGBTQI+ students and staff and especially those who are the most marginalized?
  • What does student partnership and co-creation of art and design curriculum look like in a fully embracing LGBTQI+ curricular context? Can the shift into digital methods of learning and teaching improve such student partnership and co-creation?
  • What would an LGBTQI+ assessment regime within art and design higher education look like? Would it be similar to compassionate assessment for social justice or be more assimilationist?
  • How can the work and influence of new artists and designers make educators rethink the place of LGBTQI+ in their learning and teaching regimes?

Contributions can be theoretical or empirical research that foregrounds the voices of those that have engaged in the work of art and design in higher education. We welcome and look forward to reading a range of voices undertaking relevant research, including academics, students, and community leaders.

For the purposes of this call for papers we will consider wide ranging submissions that deploy diverse genres and diverse scholarly approaches.

 

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CALL FOR Advisory Board

Would you like to join ADCHE Advisory Board?

If so please send a short 50 word biography (or a link to your online biography) and 150 words saying why you would like to be considered to adche.intellect@arts.ac.uk. Experience of supporting the development of academic/research writing in creative education is essential and a publication record in this area is welcome.

Advisory Board members will support the development of content for the journal by peer reviewing a minimum of two submissions a year. They will also be able to propose books for review and ideas for guest/themed editions. Working with the Editorial Board the Advisory Board will help shape the direction of the journal.

 

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Types of contribution
There are three possible types of contribution:

  • Major papers – suggested length is 5,000–6,000 words. Material presented will contribute to knowledge in its field and should include original work of a research or developmental nature and/or proposed new methods or ideas that are clearly and thoroughly presented and argued.
  • Shorter items – 1,000–2,500 words. These include reports of research in progress, reflections on the research process and research evaluation of funded projects.
  • Reviews – 1,000–2,000 words. Submissions could include reviews of relevant recent publications, electronic media and software, or conference and symposia reports.


Submission Procedures
Articles submitted to Art, Design & Communication in Higher Education should be original and not under consideration by any other publication. If there is more than one author, please attach to every submission a letter confirming that all authors have agreed to the submission and that the article is not currently being considered for publication by any other journal.

Contributions should be submitted via the 'SUBMIT' button above.

Procedure
The submission will be circulated anonymously to referees and it is the aim of the journal editorial team that authors will normally be informed of the submission's suitability for the journal within eight weeks. Authors of accepted papers will, in due course, receive proofs of their articles and be asked to send corrections to the editor.

Journal contributors will receive a free PDF copy of their final work upon publication. Print copies of the journal may also be purchased by contributors at half price.

Editor

Susan Orr
York St John University, UK
s.orr@yorksj.ac.uk

Editorial Assistant

Mandy Towell
York St John University, UK
ADCHE@yorksj.ac.uk

Editorial Board

Mohammed Al-Amri
Sultan Qaboos University, Oman

Barbara Bader
Stuttgart State Academy of Art and Design, Germany

Dina Zoe Belluigi
Queens University, Northern Ireland

Linda Drew
Creative Education Champion, UK

Vicky Gunn
Glasgow School of Art, UK

Diane Leduc
Université du Québec à Montréal, Canada

Samuel Leong
Director, Life of Vision Enterprises,Hong Kong

Mike McAuley
Griffith University, Australia

Marisha McAuliffe
ARCH College of Design and Business, India

Gavin Melles
Swinburne University of Technology, Australia

Arlene Oak
University of Alberta, Canada

Anna Reid
The University of Sydney, Australia

Alison Shreeve
Buckinghamshire New University, UK

David Sless
Communication Research Institute, Australia

Renée Turner
Piet Zwart Institute, the Netherlands

Advisory Board

Faredah Al-Murahhem
Umm Al-Qura University, Kingdom of Saudi Arabia

Simon Bell
Coventry University, UK

James Corazzo
Sheffield Hallam University, UK

Eric Francis Eshun
Kwame Nkrumah University of Science and Technology, Ghana

Koray Gelmez
Istanbul Technical University, Turkey

Lorenz Herfurth
Glasgow School of Art, UK

Katrine Hjelde
Chelsea College of Arts, University of the Arts, London, UK

Nicholas Houghton
University for the Creative Arts, UK

Dean Hughes
Northumbria University, UK

Mark Ingham
University of the Arts London, UK

Alison James
University of Winchester, UK

Derek Jones
The Open University, UK

Jill Journeaux
Coventry University, UK

Veronika Kelly
University of South Australia, Australia

Anthony Kent
Nottingham Trent University, UK

Melanie Levick-Parkin
Sheffield Hallam University, UK

Lorraine Marshalsey
Queensland College of Art, Griffith University, Australia

Louise McWhinnie
University of Technology Sydney, Australia

Jeanne-Louise Moys
University of Reading, UK

Lina Nageb
Damietta University, Egypt

Fredrick Ogenga
Rongo University College, Kenya

Fiona Peterson
Auckland University of Technology, New Zealand

Susan Postlethwaite
Royal College of Art, London, UK

Howard Riley
Swansea College of Art, UWTSD, UK

Stacey Salazar
Maryland Institute of Art, USA

Tansy Spinks
Middlesex University, UK

Anne Margrethe Wagner
University of Copenhagen, Denmark

Teana Boston-Mammah
Willem de Kooning Academy, the Netherlands

Editor

Susan Orr
York St John University, UK
s.orr@yorksj.ac.uk

Editorial Assistant

Mandy Towell
York St John University, UK
ADCHE@yorksj.ac.uk

 
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Contents

  • Volume (20): Issue (1)
  • Cover date: 2021


Contents

  • Volume (19): Issue (1)
  • Cover date: 2020


Contents

  • Volume (19): Issue (2)
  • Cover date: 2020


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  • Volume (18): Issue (1)
  • Cover date: 2019


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  • Volume (18): Issue (2)
  • Cover date: 2019


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  • Volume (17): Issue (1)
  • Cover date: 2018


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  • Volume (17): Issue (2)
  • Cover date: 2018


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  • Volume (16): Issue (1)
  • Cover date: 2017


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  • Volume (16): Issue (2)
  • Cover date: 2017


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  • Volume (15): Issue (1)
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  • Volume (15): Issue (2)
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  • Volume (14): Issue (1)
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  • Volume (14): Issue (2)
  • Cover date: 2015


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  • Volume (13): Issue (1)
  • Cover date: 2014


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  • Volume (13): Issue (2)
  • Cover date: 2014


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  • Volume (12): Issue (1)
  • Cover date: 2013


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  • Volume (12): Issue (2)
  • Cover date: 2013


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  • Volume (11): Issue (1)
  • Cover date: 2012


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  • Volume (11): Issue (2)
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  • Volume (10): Issue (1)
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  • Volume (10): Issue (2)
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  • Volume (9): Issue (1)
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  • Volume (9): Issue (2)
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  • Volume (8): Issue (1)
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  • Volume (8): Issue (2)
  • Cover date: 2009


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  • Volume (7): Issue (1)
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  • Volume (7): Issue (2)
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  • Volume (7): Issue (3)
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  • Volume (6): Issue (1)
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  • Volume (6): Issue (2)
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  • Volume (6): Issue (3)
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  • Volume (5): Issue (1)
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  • Volume (5): Issue (2)
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  • Volume (5): Issue (3)
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  • Volume (4): Issue (1)
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  • Volume (4): Issue (2)
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  • Volume (4): Issue (3)
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  • Volume (3): Issue (1)
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  • Volume (3): Issue (2)
  • Cover date: 2004


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  • Volume (3): Issue (3)
  • Cover date: 2004


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  • Volume (2): Issue (1)
  • Cover date: 2003


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  • Volume (2): Issue (3)
  • Cover date: 2003


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  • Volume (1): Issue (1)
  • Cover date: 2002


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  • Volume (1): Issue (2)
  • Cover date: 2002


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  • Volume (1): Issue (3)
  • Cover date: 2002


Editor

Susan Orr
York St John University, UK
s.orr@yorksj.ac.uk

Editorial Assistant

Mandy Towell
York St John University, UK
ADCHE@yorksj.ac.uk

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