Call for Contributions London 2017







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Call for contributions:

(deadline extended to 2nd May 2017)

FOR, ABOUT, NEARBY: The value of diversity and difference in Fine Art practice, research and education.

Building on the success of conferences in Poznan (2015), Granada (2013), Cork (2011) and Palermo (2009) the 2017 Paradox European Fine Art forum biennial conference will take place in London.  Reflecting on the current social and political climate for artists and educators, and taking its cue from the diversity of its host city, the conference will examine how issues of difference, change, inclusion and prohibition are currently played out within the discipline of Fine Art and education across Europe.  Drawing together researchers, educators, students and artists it will explore the issues most at stake within art practice and education, for those who teach and learn. We are calling for contributions, across a range of formats to be submitted to the following strands:  knowledge, ethics, means and aesthetics. The conference plans to address a wide range of issues including the challenge of new technologies, austerity agendas, cross-cultural teaching, the impact or desire for diversified demographics and non-hierarchical forms of learning to contemporary fine art education, research and practice and curricula.

The conference calls for participation via a range of formats (papers, case studies, projects, performances, workshops, etc.) and a summary of your contribution should be sent by 02.05.2017, on the appropriate form (available Submission Form), to for consideration by strand convenors. There is the opportunity to submit presentations of fine art practices, research and pedagogy to poster and pecha kucha sessions.

Paradox conferences are developed by artist educators and provide an international forum for arts and educational practitioners and their stakeholders to meet and discuss education, teaching, practice and research.  We encourage academics, artists and students who have experience within fine art education to engage in the European discussion that Paradox facilitates.



Ana Garcia-Lopez, Granada University, Spain

Maia Rosa Mancuso, Accademia di Belle Arti di Palermo, Italy

‘Art is doing something quite different to science in terms of knowledge, but art is providing us with knowledge nonetheless’ [Herrington]

This strand will explore artistic knowledge. What is the relation between artistic research and knowledge? How does knowledge affect an artist’s production? Can we assume cultural diversity as a way of responding to the demands of a diverse knowledge base? Does the PhD model of ‘new knowledge’ fit with the expectations of the Art School?

Keywords: Artistic knowledge, Research, Knowledge production



Christina Della Guistina, Utrecht University, Holland

Stephanie James, Syracuse University, USA

“I do not intend to speak about just speak near by” Trinh T. Minh-ha

In this complex and conflict-ridden arena, it has become crucial not only to identify, but also to reconsider the ethical basis and scope of the art education institution, in order to retain its relevance in the society of the future. Teaching ethically and the ‘ethical’ have made it imperative for lecturers to consider different methods. In this strand we intend to investigate how feminist, LGBTQ or culturally diverse approaches to pedagogy and teaching have enhanced the curriculum and the depth of our understanding of cultural production.

Keywords; Radical Pedagogy, Androgogy, Ethical and Diverse Methodologies.


Dean Hughes, Edinburgh University, Scotland

, CIT Crawford College of Art & Design, Cork, Ireland

Art education offers differing examples of how young artists are educated relative to the values and dogma of contemporary fine art and the resources that effect its production. With a discursive model of art education now most prevalent across European institutions, this strand will discuss new and emergent modes of peer based learning, the present means by which young artists are educated and the relationship between meaning and means.

Keywords; Paragogy, Mimesis, Skill and Technique, Hermeneutics


Convenor: Andris Teikmanis, Latvian Academy of Arts, Latvia

Considering art education in terms of an interaction between aesthetic and political practices determined by Rancière’s aesthetic regime of arts, this strand will debate whether the social and economic engagement of art schools should be addressed by the politicization of aesthetics; even if only to avoid another aesthetization of politics, amongst other issues.

Keywords: Aesthetics, Politics, Sensible and Power

Full Call For Contributions can be downloaded here.