share-handbook-for-artistic-research-education-high-definition

7Part OneThe Contexts of ArtisticResearch EducationThe opening part of this book consists of two chapters.The first of these attempts to outline the multiple genealogiesand contexts of artistic research education in a way thatseeks (I) to understand why the notion of artistic researchis contested and (II) to identify some of the different factorsunderpinning the energetic contest of meanings andvalues which characterises contemporary artistic researcheducation. The second chapter turns to the organisationalbases of contemporary research education in the arts.In doing so, it deliberately juxtaposes the contestedgenealogy of artistic research, given in the precedingchapter, with a discussion of some of the practicalstrategies already prevalent in doctoral education in thearts. This is done in a bid to renegotiate the argumentsfrom first principles (‘Is research through art practicepossible?’), paving the way for a consideration of actuallyexisting practices and organisational strategies. In summaryform, the proposal is that the debate on artistic researchshould be pursued, in substantial part, through attendingto actually existing practices and production. This can bestbe done by attending to the forms and contents of alreadyoperative doctoral educations in the arts, and not predominantlythrough exchanges of meta-theoretical propositionson the nature of art or research by commentators.