CFP2020 studio practice/s, ethical studios practice/s, creative ethical practice/s and socio-material practice/s

Studios are inherently practice oriented sites that evoke and invite intercultural, sociomaterial, technological and integrative connections. This edition invites authors to consider place, site and space in ways that contribute to artistic and creative education. For the purposes of this special edition, we define the studio as a site of artistic or creative practice. That is, we take artistic and creative practices (social and material, human and nonhuman) to be the defining characteristics of a studio, not its physical features. This opens up the possibility for re-siting the studio in different places, spaces and cultures. Our intention is to prompt authors to trouble conventional notions of studio practice and consider the implications of this for artistic and creative education - with these implications potentially being ethical, political, cultural, social, and/or material. Authors are asked to submit a 4000 word (or equivalent) paper. We welcome creative submissions such as visual essays, scripts or sound files and encourage authors to contact us prior to submission if they are intending a less­conventional publication format.


• How might studios as sites of artistic and creative practice open up possibilities for cultural /technological/ scientific / interdisciplinary explorations?
• What are the possibilities for activism (or artivism) in artistic and creative education, and how might studio arts practices produce these?
• To what extent can community settings intended for other purposes (e.g. science laboratories, museums, hospitals, heritage sites, aged care facilities, detention centres, etc.) be repurposed to facilitate artistic and creative education? And with what effect?
• How might digital technologies in the studio engender intercultural and/or integrative and/or interdisciplinary artistic and creative education?
• What is a 'studio'? To what extent can the notion of studio practice be decolonised? How might non- or anti-colonial studios of practice be experienced in educational settings? And with what effect?
31st May 2020 - Submission of manuscripts to
31st August 2020 - Reviews sent to authors for revisions
31st October 2020 - JACE Volume 14, Number 1 2020 published
Series Editors: Dr Kathryn Coleman and Dr Richard Sallis
Guest Editors: Dr Sarah Healy, Kelly Mcconville and Toby Wilkins
  • 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 invite JACE contributions that extend this (dis)rupture of practice and consider where next from here? 

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