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Elizabeth M. Grierson [10]Elizabeth Grierson [6]Elizabeth Mary Grierson [2]
  1.  64
    Towards a Philosophy of Academic Publishing.Michael A. Peters, Petar Jandrić, Ruth Irwin, Kirsten Locke, Nesta Devine, Richard Heraud, Andrew Gibbons, Tina Besley, Jayne White, Daniella Forster, Liz Jackson, Elizabeth Grierson, Carl Mika, Georgina Stewart, Marek Tesar, Susanne Brighouse, Sonja Arndt, George Lazaroiu, Ramona Mihaila, Catherine Legg & Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1401-1425.
    This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...)
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  2.  7
    Activating Aesthetics: Working with Heidegger and Bourdieu for Engaged Pedagogy.Elizabeth Grierson - 2015 - Educational Philosophy and Theory 47 (6):546-562.
    This article seeks to investigate art in public urban space via a process of activating aesthetics as a way of enhancing pedagogies of engagement. It does this firstly by addressing the question of aesthetics in Enlightenment and twentieth-century frames; then it seeks to understand how artworks may be approached ontologically and epistemologically. The discussion works with the philosophical lenses of two different thinkers: Heidegger, in ‘Building Dwelling Thinking’ and ‘The Origin of the Work of Art’, and Marxist sociologist, Bourdieu with (...)
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  3.  45
    Art and Creativity in the Global Economies of Education.Elizabeth Grierson - 2011 - Educational Philosophy and Theory 43 (4):336-350.
    Creativity: what might this mean for art and art educators in the creative economies of globalisation? The task of this discussion is to look at the state of creativity and its role in education, in particular art education, and to seek some understanding of the register of creativity, how it is shaped, and how legitimated in the globalised world dominated by input-output, means-end, economically driven thinking, expectations and demands. With the help of Heidegger some crucial questions are raised, such as: (...)
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  4. Special Issue on Elwyn Richardson.Elizabeth M. Grierson - 2016 - Educational Philosophy and Theory 48 (7):655-656.
  5.  24
    Difference: A Critical Investigation of the Creative Arts with Attention to Art as a Site of Knowledge.Elizabeth Grierson - 2007 - Educational Philosophy and Theory 39 (5):531–542.
    This paper brings a critical focus to difference and the creative arts in education with specific attention to art as a site of knowledge in New Zealand conditions. The 1990s and early 2000s are marked by a paucity of critically engaged literature on the arts in education and a conspicuous absence of discussions on the politics of difference. Alongside the global return to empirical research in education where quantifiable data‐based projects tend to attract attention ahead of fundamentally crucial questions of (...)
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  6.  17
    Trust and Fiduciary Relationships in Education: What Happens When Trust is Breached?Elizabeth Mary Grierson - 2018 - Educational Philosophy and Theory 50 (2):203-211.
    This paper examines trust as a fundamental aspect of fiduciary relationships in education. The specific relationship under examination is that of academic employee and university employer. Both have the value of trust assigned to them as an implicit part of their social and professional contract. The setting is Australia, but the principles apply to any democratic jurisdiction and educational level or location, where fiduciary principles are a pre-condition for healthy and trustworthy working relationships. The paper firstly discusses the meaning and (...)
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  7.  7
    Calling for Change: A Feminist Approach to Women in Art, Politics, Philosophy and Education.Elizabeth Mary Grierson - 2019 - Educational Philosophy and Theory 51 (7):731-743.
    Michel Foucault showed by his genealogical method that history is random. It comprises sites of disarray and dispersal. In those sites, Simone de Beauvoir wrote philosophy through lived experience of woman as Other in relation to man as the Absolute. Here lies a fecund site for revisionist analysis of female cultural production and its relevance to a philosophy of education. The paper works with a feminist approach to the politics of knowledge, examining textual and political strategies in the recording of (...)
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  8.  11
    Re-Imagining Learning Through Art as Experience: An Aesthetic Approach to Education for Life.Elizabeth M. Grierson - 2017 - Educational Philosophy and Theory 49 (13):1246-1256.
    This paper investigates what it may mean to re-imagine learning through aesthetic experience with reference to John Dewey’s Art as Experience. The discussion asks what learning might look like when aesthetic experience takes centre stage in the learning process. It investigates what Dewey meant by art as experience and aesthetic experience. Working with Dewey as a philosopher of reconstruction of experience, the discussion examines responses to poetic writings and communication in learning situations. In seeking to discover what poetic writing does (...)
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  9.  38
    Scrutinizing Studio Art and its Study: Historical Relations and Contemporary Conditions.Elizabeth M. Grierson - 2010 - Journal of Aesthetic Education 44 (2):pp. 111-123.
    Yet art is nevertheless an inquiry, precise and rigorous.The modern disciplines of art and art history have been going through significant revisions since the 1980s, when the objective domain of knowledge was placed in a contested position by the multiplicity of narratives characterizing postmodern social spaces. Whether there was or was not any disciplinary "crisis" at that time is not at issue here.1 What is of concern is to identify the ways the academy—and specifically the art academy—sought to respond by (...)
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  10.  5
    Editorial: Of Incalculable Worth.Elizabeth M. Grierson - 2017 - Educational Philosophy and Theory 49 (13):1225-1228.
  11.  9
    ACCESS: Critical Perspectives on Communication, Cultural and Policy Studies Incorporated with EPAT.Elizabeth M. Grierson - 2015 - Educational Philosophy and Theory 47 (6):541-545.
  12.  8
    Professor Jonathan Ngarimu Mane-Wheoki.Elizabeth M. Grierson - 2015 - Educational Philosophy and Theory 47 (6):539-540.
  13.  5
    Scrutinizing Studio Art and Its Study: Historical Relations and Contemporary Conditions.Elizabeth M. Grierson - 2010 - Journal of Aesthetic Education 44 (2):111.
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  14.  3
    Introducing ACCESS Special Issue and Guest Editors.Elizabeth M. Grierson - 2015 - Educational Philosophy and Theory 47 (12):1241-1242.
  15. De-Signing Design: Cartographies of Theory and Practice.Elizabeth Grierson, Harriet Edquist, Hélène Frichot & Hugh J. Silverman (eds.) - 2015 - Lexington Books.
    De-Signing Design: Cartographies of Theory and Practice throws new light on the terrain between theory and practice in transdisciplinary discourses of design and art. The collection brings together a selection of essays on spatiality, difference, cultural aesthetics, and identity in the expanded field of place-making and being.
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