Inside the department
The directors, administrators, research centre members, adjunct members and advisory panel involved.
We enable, explore and curate critical processes that effect social change through a variety of ways and means.
Some of our ongoing research projects and consultancies.
We're a practice-led research centre where knowledge is conceived as co-constructed through action. We characterise this as practice with theory and theory with practice: praxis.
We are situated in Goldsmiths Department of Educational Studies and are dedicated to the practical and theoretical exploration of learning practices across the arts within diverse social and cultural contexts. Research into the arts and learning includes visual and performing arts, design, media and communications, all incorporating traditional and emerging technologies.
The work of the centre engages with aspects of aesthetics, creativity, ethics and advocacy, and celebrates, as well as questions, learner identities and learning communities.
The centre provides an exciting opportunity for scholars and students across the arts and with a commitment to learning to advance research in this field. We welcome research students from home and overseas who wish to undertake postgraduate study with us. The centre currently houses a number of funded research projects and its members are actively engaged in research publications. For more details on ESRC/SeNSS scholarships.
Discomfort Zones – iJade Special Edition Call for Papers
To expand from standardised ways of thinking and making work, artists and educators enter spaces between modes of practice that can be termed ‘discomfort zones’. These liminal spaces offer opportunities for new events of learning, for captivating interest in the arts, and for problem-posing around social issues – for example of inclusivity and representation. Each artist, researcher, and practitioner forms a reflective response to the contingencies of our changing environment. This invitation to contribute to a special edition of iJade recognises the importance of boundary-work that encourages the expansion of learning capacity. ‘Discomfort Zones’ of connection and difference may, for example, be interpreted through case studies of practice research, gallery education, art and design education in schools and universities, therapeutic practice, issues of inclusivity in education policy, representation of diversity, theoretical differences, and the challenge of adapting to materials and techniques that respond to changing environments. Art and design education forges cultural connections for learners whose life pathways may otherwise never have engaged with such channels for invention and imagination.
Abstracts of 300 words need to be sent to Emma Arya-Manesh, firstname.lastname@example.org by 5pm on 1 May 2020.