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Academy and community: The experience of a college programme in socially- engaged practice

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A review of Irish art indicates that socially-engaged and collaborative art is firmly rooted within certain communities. Whilst there is an array of terms used to describe the range of practices emerging within the field of relational arts, making for some confusion, the establishment of socially-engaged art within particular communities in Dublin can be traced to the 1990s. In this article the role of the National College of Art and Design (NCAD) in supporting the development of socially-engaged art is examined through the lens of a post-graduate programme entitled Community/Arts/Education. The concepts and practices underpinning the programme are considered in the context of on-going change within teacher education at the NCAD. The relationship between the academy and community is examined critically in the context of local developments in socially-engaged practice. Key features of socially-engaged art are analysed in two case studies by artists whose practice is located in Dublin.
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Keywords: Collaboration; Inner-city Dublin; citizenship; community; higher education; socially-engaged art

Document Type: Research Article

Affiliations: National College of Art and Design, Ireland

Publication date: 2012-10-25

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  • The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.

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