Miranda Matthews is an artist-educator and researcher. She taught Art and Design in schools and sixth-form colleges (2004-14). She also taught in non-formal education for inclusive arts development (1997-2010). Her PhD (Goldsmiths 2012) investigated issues of freedom and autonomy in post-compulsory and gallery education, among educators, students and policymakers. Miranda explores arts pedagogies in relation to philosophy. Miranda taught on the Qualitative Methods course for the Doctoral Schools of Goldsmiths and Queen Mary University (2012-14). She led in Philosophy of Education at UEL before joining the Art Education team at Goldsmiths in 2016.
Miranda has published on free-thinking with students of art and design, on counter-hegemony in art education, the ‘conflicted other’ in policymaking, on agency as arts of the self, and ethos of ambiguity among artist-teachers. Miranda is currently working on two research projects: 1) A study of visual and discursive practices for the intersectional representation and wellbeing of undergraduates in British Universities, and 2) Responses to education policy since 2010: An investigation of the adjustments and strategies of art and design practitioners.
Miranda is also a practicing artist. She explores practice without criteria (Atkinson 2018) and investigates the ‘artist address’ as the artist’s relation to learners and to audiences (Murray 2007, Butler 2018).
SFHEA, Higher Education Academy, 2016.
PhD Educational Studies, Goldsmiths, 2012.
PGCE Art and Design, Goldsmiths, 2004.
MFA University of Reading, 2003.
BA Fine Art, First Class Hons. Birmingham City University, 2000
Miranda Matthews is Head of the Centre for Arts and Learning (1919-20). Miranda lectures on the PGCE Secondary Art and Design course. She coordinates the Creativity Pathway for the BA Education Culture and Society. Miranda leads the Critical Pedagogy in Contested Space module for the MA Arts and Learning. She supervises students for the PhD in Art Practice and Learning, and Educational Studies programmes in the department.
Area of supervision:
Miranda Matthews currently supervises doctoral students focusing on theoretical understandings of art practice in learning and on issues of participation and inclusion in learning in the arts. She can also offer PhD supervision on research which considers applications for philosophy in education, studies of policy and governmentality and issues of identity and representation.
Miranda Matthews is currently developing research into visual and discursive practices for addressing issues of intersectional cultural dissociation for undergraduates. Matthews is researching approaches across fields in education, through arts practice and philosophy.
Relating to art and design education, Matthews is also investigating practitioner responses to changes in education policy. Individual and collaborative strategies in practice and adjustments in ethos, are being considered with a view to building theoretical and practical support.
Practice in drawing and creative writing.
Publications and research outputs
Matthews, Miranda, ed. 2020. Discomfort Zones - Special Edition of the International Journal of Art and Design Education., International Journal of Art and Design Education, 39(4). 1476-8062
Matthews, Miranda. 2022. Preface/ Introduction for the new edition of Foreday Morning by Paul Dash. In: Eric Huntley, ed. Foreday Morning. Frigate Bird.
Matthews, Miranda. 2022. Relational freedom and equality in learning: the affect of Sartre and Rancière. Pedagogy, Culture and Society, 30(5), pp. 749-763. ISSN 1468-1366
Gilbert, Francis and Matthews, Miranda. 2021. Affective digital presence: how to free online writing and drawing? Journal of Writing in Creative Practice, 14(2), 29. ISSN 1753-5190
Matthews, Miranda. 2021. Expanding from the Small Screen - Arts Practice for Affective Digital Presence. International Journal of Art and Design Education, 40(3), pp. 492-507. ISSN 1476-8062
Matthews, Miranda. 2021. Sensory Literacy and Empowerment in Art and Design. International Journal of Art & Design Education, 40(3), pp. 581-598. ISSN 1476-8062
Matthews, Miranda and Gilbert, Francis. 2020. Finding a new path: Building affective online learning spaces for creative writing and arts practice. British Educational Research Association,
Matthews, Miranda. 2019. Ethos of Ambiguity: Artist Teachers and the Transparency Exclusion Paradox. International Journal of Art and Design Education, 38(4), pp. 853-866. ISSN 1476-8062
Matthews, Miranda. 2019. Art, Disobedience and Ethics: The Adventure of Pedagogy.Dennis Atkinson, 2018, Switzerland: Palgrave Macmillan, ISBN 9783319873619. Studies in Art Education, 60(4), pp. 326-329. ISSN 0039-3541
Matthews, Miranda. 2019. Agency and social construction: practice of the self in art and design. International Journal of Art and Design Education, 38(1), pp. 18-33. ISSN 1476-8062
Matthews, Miranda. 2019. [Book Review] Modernising School Governance: Corporate planning and expert handling, by Andrew Wilkins, London, Routledge, 2016, 188 pp., £36.99 (paperback), ISBN 978-0815360674. Discourse: Studies in the Cultural Politics of Education, 40(3), pp. 436-441. ISSN 0159-6306
Matthews, Miranda. 2018. The Conflicted Other in Policy Making: Focusing on Art Education. Journal for Critical Education Policy Studies, 16(1), ISSN 2051-0969
Matthews, Miranda. 2018. Counter Hegemony in Post-compulsory Art and Design and Gallery Education, through Sartre and Foucault. Pedagogy Culture and Society, 26(4), pp. 561-576. ISSN 1468-1366
Matthews, M.. 2008. How can we Create the Conditions for Students’ Freedom of Speech within Studies in Art? International Journal of Art and Design Education, 27(2), pp. 133-143. ISSN 1476-8070
Conference or Workshop Item
Matthews, Miranda. 2021. 'Expanding from the Small Screen: Arts Practice for Affective Digital Presence'. In: iJADE2021. Hybrid Spaces: Re-imagining, pedagogy, practice and research. Virtual Event, United Kingdom 26-28 March 2021.
Matthews, Miranda and Francis, Gilbert. 2020. 'Affective Digital Presence in Creative Practice'. In: Centre for Arts and Learning, Affective Digital Presence in Creative Practice. Online 3 November 2020.
Matthews, Miranda. 2019. 'Ethos of Ambiguity: Artist Teachers and the Transparency Exclusion Paradox'. In: iJade Conference 2019.Creating Spaces: Inclusivity, ethics and participation in art and design education. Goldsmiths, University of London, United Kingdom 22-23 February 2019.
Matthews, Miranda. 2019. 'Arts pedagogy as introduction of ‘strangeness’: disruptive aesthetic discourse and the concern for ‘student satisfaction’'. In: Radical Practices Symposium. Ruskin School of Art, United Kingdom 22 January 2019.
Matthews, Miranda. 2018. 'Responding to Policy Changes since 2010: An Investigation of the Adjustments and Strategies of Art and Design Practitioners'. In: NSEAD Annual Conference: The Artist Teacher - Practice and Pedagogies. NSEAD Pitt Rivers Museum Oxford, United Kingdom.
Matthews, Miranda. 2017. 'A practice-based consideration of Foucauldian 'Art of the Self': Reflecting on self-definition in learning and diversity of cultural representation in the arts'. In: British Education Research Association Conference 2017. Sussex University, United Kingdom 5th September 2017.
Matthews, Miranda. 2017. 'The Conflicted Other in Policy Making: focusing on Art Education'. In: British Education Research Association Conference. Sussex University, United Kingdom 5th - 7th September 2017.