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This E-book is the first open source publication of InSEA . Thanks to the editors Isabel Moreno Montoro; Victor Cordoba and Ana Tirado de la Chica who generously shared their work with the other InSEA members. The book is a challenging collection of essays from authors from Spain; England; Greece , Caribbean and Latin American countries. The main topic is art and education for social transformation and the different authors approach the theme bringing up suggestions for actions in the society.The book is built upon the idea that we need to insist and resist to the problematic issues of art education, specially now when the great majority of the western governments are reducing the role of arts education in the curriculum of public schools. According to the authors insisting in advocating for the need for arts education is not enough, there is a need to go forward and present activist situations , real actions of art in education to reach socio-political spaces ; non formal sites where the arts can play a reconstruction role for social well being and to promote critical awareness for active citizenship. The different chapters of the book bring up possible roads , mapping radical possibilities within institutional spaces.

This book offers art educators aesthetic, philosophical, and socio-cultural foundations of Korean art and visual culture in a global context, highlighting both Korea’s artistic traditions and contemporary art and visual culture. Until now most researchers and K-12 teachers have had limited access to Korean art and visual culture due to the lack of resources published for the Western audience and other sides of the world. Through this book, the readers will engage in Korean art forms, culture, and traditions, exploring pedagogical approaches and research topics emerging in Korea and also taking them to a global stage for intercultural research and teaching. With the purpose of exploring diverse Korean artistic traditions and their pedagogical applications for the audience around the world, the authors address both theoretical understanding and practical applications of teaching Korean art in art education.

InSEA Publications, 2017

This E-publication is an outcome of the InSEA seminar hold during 16 /18 July 2018 at the School of Early Childhood Education in Thessaloniki, of Aristotle University of Thessaloniki, Greece.

During 2015, the InSEA Publications Working Group, established InSEA Publications to complement the range of publishing opportunities for our members and others wanting to publish with us. The idea of a publication that celebrates our core mission of ‘education through art’, we thought, was a timely one as Read’s seminal book, Education through Art was published in 1943 and the International Society for Education through Art (InSEA) was established in 1954. Given that passage of time and the seismic socio-political, ecological and economic changes that have taken place in the latter half of the 20th century we thought the time was right to invite our members and the wider art education community to reflect on the evolving nature of art education around the world. It seemed to us that there was an opportunity to take stock; to share research and praxis. Our view is that InSEA is a member led organisation, so we hoped that members would welcome a call that sought to critically examine what ‘learning though art’ might mean in practice. We believe this book continues and develops the tradition of InSEA supporting existing and new members in their efforts to celebrate research and good practice in art education (Preface, p.9).

The Relate North series is dedicated to the exploration and sharing of contemporary practices in arts-based research and academic knowledge exchange in the fields of art, design and education. Each book in the series consists of peer-reviewed chapters and visual essays. The mission of this particular book is to examine the potential of collaborative practices in art, design and education. This book brings together the work of leading researchers, scholars artists and designers.

Contributors focus on the general topic of collaborative art, design and education, from the perspective of those living, researching and practising art and art education in Northern and Arctic countries. The editors believe that northern, Arctic and Circumpolar countries are under-represented in the academic, design and art education literature, despite the wealth of innovative research and practice taking place in those areas. The Relate North series and this book in particular, offers a channel for those engaged in collaborative art, design and education to raise awareness and share experience and findings amongst those committed to these disciplines in northern countries, the Arctic and beyond.

The work of a diverse group of authors; researchers, scholars, artists and educators from Canada, Finland, Norway, Russia (Komi, Yakutia, Khanty-Masky), UK and USA (Alaska) is presented in this book. The shared focus is encapsulated in the title of this volume, the seventh in the Relate North series: Tradition and Innovation in Art and Design Education. The multifaceted notions of ‘tradition’ and ‘innovation’ especially in the rapidly changing environmental and sociocultural circumstances in the different countries and regions across the circumpolar North provide the reader with a rich tapestry of accounts of applied practice and context-sensitive research. Although principally concerned with research and knowledge exchange in art and design education in the North and the Arctic, the contributors investigate issues and topics that may have wider interest, for example, the sociocultural and political dimensions of living in rural places and urban settings in remote and peripheral areas in other parts of the world.

This is the second book in the Learning through Art series. The book is divided into four sections: social justice and wellbeing; teaching and pedagogy; visual literacy, dialogue and learning through art; alternative approaches. Each of the sections contains diverse essays from selected international authors that reflect on the multifaceted nature of learning through art.