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Postscripts and Future Foci

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This, the book's final chapter, dialogues with preceding chapters, identifying the arts as discursive resources additional to those of standard research exchanges. It notes how evolving, ethically infused, post-humanist lenses can renegotiate understandings of humanist perspectives, and how formal curriculums challenge postqualitative arts-learning contexts. It discusses learning loci, including metaphoric wildish spaces, in which identities might be forged, pedagogies honed, and the challenges of policy and curriculum confronted. Disobedient learning plays an important role within school experience and curriculums, and libraries, museums and galleries are perceived as spaces in which arts might flourish. This chapter's closing section pivots to topics worthy of future arts-education discussion: first, the value of inquiry in contrast to dominant research discourse and methodologies; and of art as inquiry within the philosophical-practice-pedagogical continuum.

Keywords: Art as a response to art ; art as enquiry ; disobedient learning ; ethical arts ; experiential learning ; post-qualitative arts learning ; rewilding learning ; shape changing

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