A Dual Inheritance: The Politics of Educational Reform and PhDs in Art and Design
A Dual Inheritance: The Politics of Educational Reform and PhDs in Art and Design
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双重继承：教育改革的政治与艺术与设计博士
DOI：
10.1111/1468-5949.00279
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发表时间：
2001
影响因子：
1.1
通讯作者：
F. Candlin
中科院分区：
文献类型：
--
作者：
F. Candlin
本文探讨了自 1960 年以来高等教育中艺术实践与学术研究关系的变化。在 1960 年后的艺术学校中，艺术实践常常被认为与任何学术或理论工作的概念相脱离，但到了 20 世纪 90 年代，情况已经发生了很大程度的变化，以至于可以在艺术实践中攻读博士学位。基于实践的博士学位的出现可以被视为艺术教育及其对理论接受的更大转变的一部分。
一方面，基于实践的博士学位可以被解释为批判性的、政治意识实践的逻辑结果。另一方面，以实践为基础的博士学位的建立可以与一系列教育改革联系起来，特别是 RAE 的引入，以及部门制定经济生存战略的日益增长的需要。
除了追踪以实践为基础的博士学位的教学、制度和艺术遗产之外，本文还重点讨论了以社会主义为主的对理论与实践相结合的承诺与基于博士学位的保守教育改革的结合方式。我认为，这既强调了机构对艺术实践或研究被承认的投入，也提出了关于维持批判艺术议程的可能性的问题。
This paper examines the changing relationship of art practice to academic research in higher education since 1960. Whereas art practice was often conceived of as divorced from any notion of academic or theoretical work in the post 1960 art school, by the 1990s the ground had changed to such a degree that it was possible to pursue doctoral study in art practice. This emergence of practice-based PhDs can be considered as part of a larger shift in art education and its acceptance of theory.
On the one hand, the practice-based PhD could be interpreted as the logical consequence of critical, politically aware practices. On the other hand, the founding of the practice-based PhD can be connected to a series of educational reforms, particularly the introduction of the RAE, and the increasing need for departments to develop strategies for economic survival.
In addition to tracing both the pedagogical, institutional and artistic legacy of practice based PhDs this paper focuses on the way in which a predominantly socialist commitment to integrated theory and practice meets with conservative educational reforms over the ground of the PhDs. I argue that this both highlights the institutional input into what art practice or indeed research is acknowledged to be and raises questions concerning the possibility of maintaining a critical art agenda.