News
PESA does not sell or take commission from any of the events listed on this website.
 | Grierson, E.M. & Brearley, L, Creative Arts Research: Narratives of Methodologies and Practices, (Sense Publishers: Rotterdam) 2009Creative Arts Research: Narratives of Methodologies and Practices is an innovative set of essays that grows out of active engagement with arts practice, pedagogy and research. The collection presents a selection of arts-based research projects, their methodologies, practices and guiding philosophies, and throws new light on a range of issues that bring artists, designers, and performers into conversation with one another. The collection weaves together theoretical and applied dimensions of creative arts research. Following Martin Heidegger, the lead authors, Elizabeth Grierson and Laura Brearley situate the text through consideration of ways of framing, knowing and being, looking and listening, analysing, being-with, proposing, acting and reflecting, constructing, performing, deconstructing, and learning. Heidegger’s notion of “gathering” and his proposition, “Questioning builds a way ... the way is one of thinking” provides the means to link the different chapters. This wide-ranging metaphoric device allows the authors to emphasise a set of fundamental questions concerning epistemologies, ways of knowing, and ontologies, ways of being, and the relations between the two. Their book opens a conceptual space to recognise the diversity of practices that count as creative arts research. |
 | Grierson, E. & Forrest, D., The Doctoral Journey in Art Education: Reflections on Doctoral Studies by Australian and New Zealand, (Australian Scholarly Publishing: Melbourne) 2010This book presents accounts and reflections by a range of art educators on the experience of undertaking doctoral studies in art education. The individual considerations are significant in that they assist current and potential candidates to appreciate what they are going through – although seemingly unique – has been experienced by others. |
 | Besley, Tina & Peters, Michael A., Interculturalism, Education and Dialogue, (Peter Lang) 2012Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly associated with a liberal theory of modernity and internationalism that presupposes freedom, democracy, human rights and tolerance. It is now the dominant paradigm for 'cultural policy' and the educational basis for the development of intercultural understanding. Governments have placed their hope in intercultural education as the way to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. Interculturalism, Education and Dialogue is an international collection by renowned scholars who examine the ideological underpinnings of the European model and its global applications. It explores the historical, philosophical and educational dimensions of intercultural dialogue. |