Addressing the tension inherent when the artistic priorities of pre-service arts teachers come into contact with neoliberal systems of schooling, this volume puts forwards an evidence-based argument for a transformative, agentic, and optimistic arts education, calling for a paradigm shift in the way art teacher education is enacted. Arguing that the neoliberal agenda has stretched to breaking point the connection between school-based activities and authentic contemporary art practices, this volume calls for a transformation in the education of pre-service art teachers, placing Rossatto’s concept of transformative optimism – where students and teachers creatively and critically engage in the construction of artistic knowing – at the heart of art education praxis. Chapters showcase robust qualitative research conducted in school contexts and discuss the work of critical pedagogy writers such as Freire, Rossatto, hooks and Giroux, offering global examples of school art practices and perspectives that provides readers with authentic and inspiring ideas for initiating changes to art classroom conventions and theories. This volume will be of interest for scholars, researchers and postgraduate students in the fields of art education, teacher education and critical pedagogy. Teacher educators and teacher preparation programme designers interested in challenging wider neoliberal educational orthodoxies may also find the volume of use, along with art and design educators more specifically.
