| Title | 22. Hope in an art school |
|---|---|
| Contributor | Simone Maier (author) |
| DOI | https://doi.org/10.11647/obp.0462.22 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.22 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Simone Maier; |
| Publisher | Open Book Publishers |
| Published on | 2025-07-02 |
| Long abstract | This chapter explores the author’s evolving relationship with hope in art education through a series of reflective experiences. Drawing on dialogic and written forms of inquiry, and particularly informed by the work of Sara Ahmed, hope is conceptualised as a worthwhile and necessary struggle within educational practice. Through critical reflection on a university module, the author recognises how her application of critical pedagogy risked confining learning within a repetitive loop. In response, she turns to post-critical pedagogy as a framework for cultivating more positive, hopeful, and affirming forms of art education. The chapter concludes with a visual representation, offering an alternative view on teaching and learning—a positive closure beyond the written word. |
| Page range | pp. 247–258 |
| Print length | 12 pages |
| Language | English (Original) |
| Landing Page | Full text URL | Platform | |||
|---|---|---|---|---|---|
| https://books.openbookpublishers.com/10.11647/obp.0462.22.pdf | Landing page | https://books.openbookpublishers.com/10.11647/obp.0462.22.pdf | Full text URL | Publisher Website | |
| HTML | https://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.22 | Landing page | https://books.openbookpublishers.com/10.11647/obp.0462/ch22.xhtml | Full text URL | Publisher Website |
Simone Maier is an artist, researcher, and Associate Lecturer at London Metropolitan University’s School of Art, Architecture and Design and an elected National Councillor for the National Society for Education in Art & Design (NSEAD). Her interdisciplinary practice—spanning sculpture, poetry, and socially engaged pedagogy—explores how material-led processes can reimagine fine art education as inclusive, hopeful, and transformative. Her research focuses on Education for Social Justice (ESJ), curriculum development, and creative practice as a form of critical inquiry. Simone’s academic writing has appeared in peer-reviewed journals, blogs, and books, including AD Magazine (NSEAD), where she reflects on the sketchbook as a site of self-exploration, belonging, and co-constructive learning. Simone’s work—across writing, teaching, and making—challenges reductive narratives about art education and champions equity and experimentation in creative learning.