Conceptualist as Educator/Educator as Conceptualist

Lucero, Jorge

doi:10.1007/978-94-6300-633-0_21

Cited by 5 publications

(4 citation statements)

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“…Second, we need to care about these moments specifically during pedagogical encounters because these sites are important locations of knowledge production. Pedagogical encounters are "a location of possibility" (hooks 1994, 207) about what can be known by whom and how, especially when we play with the various constraints placed upon it (Lucero 2016). In popular discourses on education, many literatures exist to advocate for the incorporation of new technologies for reaching some fabulous futuristic destination with supposedly "all" peoples.…”

Section: Caring About Technological Breakdowns Failures and Troublesmentioning

confidence: 99%

Trouble[shooting]caring: Technologies in Pedagogical Practice

Wu¹

2022

Catalyst

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As digital media making becomes increasingly popularized in classrooms, media and arts educators are faced with not only familiarizing digital technologies for curricular planning but also improvising with these unwieldy objects during pedagogical exchanges. Drawing from my five-week action research project, teaching and learning digital art making through digital game modifications, this paper explores the repeated moments of technological breakdowns, failures, and troubles during pedagogical practices through the metaphor of troubleshooting that guided how we framed and approached these troubles. Specifically, I argue that to troubleshoot is to standardize our situated contexts to universal terms, to engage in a relationship premised on the framework of control, and to invest in the temporal order of technological development as predetermined knowledge. As such, I foreground a desire for a different metaphor and turn towards the metaphor of troublecaring to speculate how to respond to the offers of inquiry made by these moments of technological breakdowns, failures, and troubles.

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Section: Caring About Technological Breakdowns Failures and Troublesmentioning

confidence: 99%

Trouble[shooting]caring: Technologies in Pedagogical Practice

Wu¹

2022

Catalyst

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“…Furthermore, I draw on the word "material" to extend Jorge Lucero's (2016) invitation for art educators to "'play' with the parameters and materiality" (p. 188) of structures, institutions, and situations that they find themselves in as artistic mediums for knowledge production. Here, "care is embedded in the practices that maintain webs of relationality and is always happening in between" (de la Bellacasa, 2017, p. 166).…”

Section: Care and Technologies In Educationmentioning

confidence: 99%

Where’s the Time to Care? The Temporal Politics of Caring for Educational Technologies

Wu¹

2021

RAE

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Drawing from my action research project teaching and learning modding digital games for social justice with teens in a library setting in the US Midwest, this paper examines repeated moments of technological troubles and its demand for care during teaching to trace the temporal politics of caring for educational technologies. Instead of disregarding moments of technological troubles in pedagogical encounters as irrelevant logistics, this paper centers these moments by attending to emerging digital technologies’ request for canimating these moments to unpack the temporal order negotiated, made, and remade through its commonplaceness in teaching practices. By reading moments of technological troubles through feminist science and technology studies scholarship on care, temporality, and technologies, I argue that my habituated teacher subjectivity that used lesson plans as a technology and my habituated networked subjectivity that used emerging digital technologies in mylesson plans structured a temporal order that was inhospitable towards emergent artistic knowledge production through practices of care. Yet, as these moments point toward a visible seam in the temporal order of technological progress, I contend that art educators are also invited to care for mending this seam that might lead to the knowledge of an alternative logic. To do so, I conclude by advocating for art educators to make the time to care throughrethinking lesson plans as educational technologies.

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“…A first mode, derived from conceptual art, allows for the consideration of ‘School as material’. Teachers can purposefully rethink what counts as material for making art and start seeing the aesthetic potential of anything surrounding them (Lucero 2016). In this way, teachers can ‘play’ with the materiality and parameters of the institution ‘school’ and start to view it through the lens of conceptual art (Bremmer et al 2018): teachers can question the pedagogical, physical and economic infrastructure of a school and wonder how those immaterial infrastructures can become an artwork.…”

Section: Teacher As Conceptual Artistmentioning

confidence: 99%

“…He coined the idea of ‘teacher as conceptual artist’, and argues that the perceived gap between teacher/artist identities could be narrowed down through an understanding of how they overlap and integrate into each other (Bremmer et al 2018). In short, he advocates the idea that a teacher’s practice, in and out of the classroom, can simultaneously be their creative practice (Lucero 2016). To make his case, Lucero (2011) examined the similarities between progressive pedagogy and conceptual and socially engaged art, and the possibility for them to become an integrated practice.…”

Section: Introductionmentioning

confidence: 99%

Teacher as Conceptual Artist

Bremmer¹,

Heijnen²,

Kersten³

2020

Int J Art Design Ed

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Teachers in arts education frequently struggle with their professional identity. When asked, arts teachers often answer that they believe that their main responsibility is education at the expense of understanding themselves as artists. The Mexican‐American artist and teacher Jorge Lucero questions whether an occupation as teacher necessarily impedes a creative practice. The finding that both progressive pedagogy and conceptual art share certain characteristics forms the basis for his concept of ‘teacher as conceptual artist’. In short, Lucero proposes that a teacher’s practice, in and beyond the classroom, simultaneously can be his or her creative practice. This qualitative intervention study explored whether or not the concept of teacher as conceptual artist holds the possibility to narrow down the gap between teacher and artist identities. The intervention consisted of a three‐day project led by Lucero in which nine arts teacher students were familiarised with modes of operation as a conceptual artist. In the three following months, these students implemented lessons in primary and secondary education based on those modes. Prior to the project, ‘elicitation‐interviews’ were used to explore how students perceived their professional identity and at the end of project semi‐structured interviews were conducted. The findings suggest that through the modes of operation as a conceptual artist, students who mainly identified as an artist were able to integrate a teacher identity in their artist identity, but the modes of operation also gave students who withheld their artist identity from the classroom an opportunity to live their artist identity in the classroom.

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Conceptualist as Educator/Educator as Conceptualist

Cited by 5 publications

References 0 publications

Trouble[shooting]caring: Technologies in Pedagogical Practice

Trouble[shooting]caring: Technologies in Pedagogical Practice

Where’s the Time to Care? The Temporal Politics of Caring for Educational Technologies

Teacher as Conceptual Artist

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