Art as Critical Public Pedagogy: A Qualitative Study of Luis Camnitzer and His Conceptual Art

Ana Zorrilla, Elizabeth J. Tisdell

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This qualitative study explored the connection between art and adult education for critical consciousness from the perspective and work of conceptual artist, Luis Camnitzer. The theoretical framework is grounded in the critical public pedagogy literature. Data collection methods included interviews with conceptual artist Luis Camnitzer and with others familiar with his work, as well as textual analysis of his writing and visual art. The findings focus on the theme of exile in the life of the artist, his thoughts on the relation of art, politics, and education, and the role of conceptual art’s potential for creating “dialogue” in the mind of the viewer by re-presenting reality in unexpected ways. The discussion of the findings focuses on re-examining and redefining the concept of “dialogue” for art and adult education for critical consciousness in nonformal settings.

Original languageEnglish (US)
Pages (from-to)273-291
Number of pages19
JournalAdult Education Quarterly
Volume66
Issue number3
DOIs
StatePublished - Aug 1 2016

Fingerprint

artist
art education
Adult Education
art
consciousness
dialogue
data collection method
exile
politics
interview
education
literature

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{8c70cb29fa784ef89cadc9583a9b5c29,
title = "Art as Critical Public Pedagogy: A Qualitative Study of Luis Camnitzer and His Conceptual Art",
abstract = "This qualitative study explored the connection between art and adult education for critical consciousness from the perspective and work of conceptual artist, Luis Camnitzer. The theoretical framework is grounded in the critical public pedagogy literature. Data collection methods included interviews with conceptual artist Luis Camnitzer and with others familiar with his work, as well as textual analysis of his writing and visual art. The findings focus on the theme of exile in the life of the artist, his thoughts on the relation of art, politics, and education, and the role of conceptual art’s potential for creating “dialogue” in the mind of the viewer by re-presenting reality in unexpected ways. The discussion of the findings focuses on re-examining and redefining the concept of “dialogue” for art and adult education for critical consciousness in nonformal settings.",
author = "Ana Zorrilla and Tisdell, {Elizabeth J.}",
year = "2016",
month = "8",
day = "1",
doi = "10.1177/0741713616645666",
language = "English (US)",
volume = "66",
pages = "273--291",
journal = "Adult Education Quarterly",
issn = "0741-7136",
publisher = "SAGE Publications Ltd",
number = "3",

}

Art as Critical Public Pedagogy : A Qualitative Study of Luis Camnitzer and His Conceptual Art. / Zorrilla, Ana; Tisdell, Elizabeth J.

In: Adult Education Quarterly, Vol. 66, No. 3, 01.08.2016, p. 273-291.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Art as Critical Public Pedagogy

T2 - A Qualitative Study of Luis Camnitzer and His Conceptual Art

AU - Zorrilla, Ana

AU - Tisdell, Elizabeth J.

PY - 2016/8/1

Y1 - 2016/8/1

N2 - This qualitative study explored the connection between art and adult education for critical consciousness from the perspective and work of conceptual artist, Luis Camnitzer. The theoretical framework is grounded in the critical public pedagogy literature. Data collection methods included interviews with conceptual artist Luis Camnitzer and with others familiar with his work, as well as textual analysis of his writing and visual art. The findings focus on the theme of exile in the life of the artist, his thoughts on the relation of art, politics, and education, and the role of conceptual art’s potential for creating “dialogue” in the mind of the viewer by re-presenting reality in unexpected ways. The discussion of the findings focuses on re-examining and redefining the concept of “dialogue” for art and adult education for critical consciousness in nonformal settings.

AB - This qualitative study explored the connection between art and adult education for critical consciousness from the perspective and work of conceptual artist, Luis Camnitzer. The theoretical framework is grounded in the critical public pedagogy literature. Data collection methods included interviews with conceptual artist Luis Camnitzer and with others familiar with his work, as well as textual analysis of his writing and visual art. The findings focus on the theme of exile in the life of the artist, his thoughts on the relation of art, politics, and education, and the role of conceptual art’s potential for creating “dialogue” in the mind of the viewer by re-presenting reality in unexpected ways. The discussion of the findings focuses on re-examining and redefining the concept of “dialogue” for art and adult education for critical consciousness in nonformal settings.

UR - http://www.scopus.com/inward/record.url?scp=84976505876&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84976505876&partnerID=8YFLogxK

U2 - 10.1177/0741713616645666

DO - 10.1177/0741713616645666

M3 - Article

AN - SCOPUS:84976505876

VL - 66

SP - 273

EP - 291

JO - Adult Education Quarterly

JF - Adult Education Quarterly

SN - 0741-7136

IS - 3

ER -