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Vol. 15 No. 1 (2021): Leaning into disequilibrium
					View Vol. 15 No. 1 (2021): Leaning into disequilibrium

We live and work in times of disequilibrium in the arts, arts education and the broader artistic and creative education ecologies. Many of our communities are struggling during the global pandemic, affected by economic and socio-cultural shifts from extended periods of lockdown and potential health risks for participatory and socially engaged projects. This feeling of imbalance, a state where internal or external forces prevent the self/selves from reaching equilibrium or balance may have long term impacts on artistic and creative education. What we have also witnessed, is a resilience to being off kilter. To lean into the disequilibrium and work/in in the feeling of imbalance, creating new spaces and places for being extraordinary, fantastical, phantasmagorical, phenomenal in artistic and creative education is our challenge. What have we created? What have we shifted and turned? What have we ruptured and dis-rupted? We invited JACE contributions that extend this (dis)rupture of practice and consider where next from here? 

Published: 2022-05-12
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JACE is an inter/cross/multidisciplinary journal in its reflection of teaching and learning contexts in the arts, and seeks to present a range of artistic and creative education practices. It has been a space for educators, practitioners and researchers to create, evaluate, analyse and hypothesise issues in artistic and creative education in a range of educational contexts internationally for over ten years.  JACE is supported and published by the Melbourne Graduate School of Education, as  an English language journal that promotes relationships between the arts and education, while addressing issues in, through and across artistic and creative education sites.

We are keen to publish and share practice and research that explore the relationships between education and the arts; present and investigate multiple viewpoints in artistic and creative education; consider teaching and learning in the arts (formal and informal); and, ways in which arts based and praxis oriented issues across a diverse range of educational contexts through visual/textual forms can be explored.