While economic futures and work readiness preoccupies curriculum imperatives increasingly there is discussion around the wider social issues of cultural sustainability and citizenship imperatives (Hawkes, 2002; McCarthy et al., 2004). Visual Art education, in an increasingly globalised visual world, is gaining significance, for its contribution to a wider understanding of how its multi-disciplinary inquiry strategies contribute to the wider understanding of the field of cultural production (Dewey, 1934; Bourdieu, 1977; Bracy, 2001; Emery, 2002; Freedman, 2000) Visual art education is presented as a performative site for the development of subjectivities and ethico-aesthetic understanding (Guattari, 1995) as they inform cultural meaning, society and citizenship dispositions. The paper presents the general findings of a longitudinal and case study research project into the learning outcomes of post-compulsory NSW Visual Art syllabus. These findings will be elaborated through a student who selected to inquire into her Australian identity through visual artmaking. It reveals the wide range of multi-dimensional inquiry questions and demonstrates that seeing the world through the particular or private has public benefits for the maintenance of the culturally and socially sensitive citizen.
Making a Difference: Multidimensional Citizenship in a Changing World: Social Educators Association of Australia Biennial Conference 2008. Conference Proceedings: SEAA Conference, Newcastle, January 2008 (Newcastle, N.S.W. 20-22 January, 2008)