Art, Design and Communication in Higher Education

First COVID-19 then the war in Ukraine forced educational institutions to adapt to online and hybrid teaching methods in new realms. Despite the challenges presented by this, some educators have found innovative ways to teach in hybrid mode, such as using new technologies or creative teaching methods. This article shows the method used by Olha Tikhonova and Oresta Remeshylo-Rybchynska to engage students in difficult situations with different kinds of restrictions and challenges, both during the COVID-19 restrictions and then after Russia’s invasion of Ukraine from 24 February 2022. The method is rooted in Olha Tikhonova’s comprehensive approach to analyzing case studies focused on castles, and the teaching methodology is built around this approach. The method is suitable for use in a partially or entirely virtual teaching environment. It is easily adaptable to interactive communication with participants through web meetings.

Olha Tikhonova

Oresta Remeshylo-Rybchynska

Art Design & Communication in Higher Education

Teaching analysis of fortified monuments in a time of remote learning

远程学习时代加强型纪念碑教学分析

Art theory as taught in Australian higher education still predominantly focuses on Eurocentric artistic practices, methodologies and histories, with practices by First Nations artists and artists of colour often relegated to tokenistic one-off lectures. This approach to syllabus fails to reflect the depth and breadth of contemporary art and creates an inherently imbalanced perspective disconnected from the diverse experiences of students. Simultaneously, students are expressing their own expectations for an empowered and critically reflexive art education. Using the undergraduate art theory course, ReShaping Worlds, as a case study, this collaborative article discusses the importance of developing curriculum that provides students with an expanded perspective on artistic and curatorial practices by decentring hegemonic Eurocentric art narratives and reflecting on positionality. In doing so, we also highlight our roles as arts educators in facilitating and supporting reflexive and critical practice amid climates of political, social and ecological uncertainty.

Thao Nguyen

Jacina Leong

Kristen Sharp

ReShaping Worlds: Thinking with and through positionality for thriving futures

重塑世界：通过位置性思考实现繁荣未来

The relationship between design education and sustainable development has come a long way since the Stockholm Conference in 1972. Today, universities worldwide acknowledge the critical role of education in progressing the United Nations’s (UN) 2030 Agenda for sustainable development launched in 2019. This article argues that art and design educators must refocus on addressing and problematizing the UN’s sustainable development goals (SDGs) in post-pandemic curricula. To substantiate this call for action, we provide an overview of key shifts in both Australian design education and design for sustainable development (ESD). We report on the contradictions in our audit of references to SDGs in course descriptions for the University of New South Wales (UNSW) Bachelor of Design (Integrated) and student’s project descriptions in the Design Honours programme. Contextualized within the frameworks of social reconstruction and the pluriverse, we outline plans for further initiatives to turn the rhetoric of SDGs into action and develop design education that contributes to just and equitable societies for all people and the planet.

Emma Mills

Katherine Moline

Complicating the connections between curriculum, sustainable development and socially engaged design

课程、可持续发展与社会参与设计之间关系的复杂化

Recent scholarship bringing together photography, visual culture and political theory is unsettling established approaches to understanding photography beyond art-historical frameworks. This article examines the implications and potentials for education practices of this emerging new paradigm by exploring how the civil potential of photography and creative practice might be activated in learning environments. The article reflects on the collective learning arising from a series of educational experiments developed by the Doing Visual Politics network which have sought to connect cultures of socially motivated creative practice in Naarm/Melbourne, Australia; Kathmandu, Nepal and Dhaka, Bangladesh by interrogating and expanding disciplinary understandings at the intersection of photography, visual activism, social practice and public pedagogy. These learning spaces – where the expression of concern for shared world/s is prioritized – have provided useful insights into approaches capable of exceeding the limits of the conventional politics of representation.

Alan Hill

Civil intent: Rethinking ‘the political’ in art and photography education

公民意图：重新思考艺术与摄影教育中的“政治”

This Special Issue of the journal Art, Design &amp; Communication in Higher Education ( ADCHE ) revisits the purpose and potential of art and design from an Australian perspective. It draws on the November 2023 Australian Council of University Art &amp; Design Schools (ACUADS) 43rd conference, co-convened by Thao Nguyen, School of Art, RMIT University and myself. This national forum sought to consider the following: (1) how can creative education and research embrace our unique Australian perspective and integrate First Nations knowledge to cultivate a ‘thriving future’? (2) What is the potential of creative research and pedagogy in responding to the climate crisis and other urgent societal concerns? (3) How has the global pandemic disrupted and catalysed innovation in creative art education, including the rapid uptake of digital media by traditionally haptic disciplines? What are the key technological agendas for art and design schools? Drawing on our unique perspective, with particular acknowledgement of First Nations knowledge and ways of being, our colonial history and Asia–Pacific context, this edition considers how creative education and research can contribute not only to economies but also to the array of pressing social, environmental and cultural issues necessary to enable thriving futures.

Kit Wise

Thriving futures

繁荣的未来

Abbreviation	art, design & communication in higher e
Journal Impact	0.39

ISSN	1474-273X, 2040-0896
h-index	10

Publication Information	Publisher: Intellect Ltd.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2012，Proportion of original research papers: 0.00%，Self Citation Rate:33.30%， Gold OA Rate: 0.00%

Art, Design and Communication in Higher Education

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Share Submission Experience

Teaching analysis of fortified monuments in a time of remote learning

ReShaping Worlds: Thinking with and through positionality for thriving futures

Complicating the connections between curriculum, sustainable development and socially engaged design

Civil intent: Rethinking ‘the political’ in art and photography education

Thriving futures

Teaching analysis of fortified monuments in a time of remote learning

ReShaping Worlds: Thinking with and through positionality for thriving futures

Complicating the connections between curriculum, sustainable development and socially engaged design

Civil intent: Rethinking ‘the political’ in art and photography education

Thriving futures