ISSN: 17435234
Online ISSN: 2040090X
First published in 2005
3 issues per volume
Current Issue:
Volume 12 / Issue 3 Free Issue
Volume 6 | Issue 1
Call for Papers

Special Issue Call for Papers: 

Speculative Realism(s) Objects/ Matter/ Entanglements of Art and Design Education

Guest Editors: Nadine M. Kalin & Adetty Pérez de Miles

In the face of impending ecological and environmental crises worldwide caused by human alterations to the biosphere, the rise of neoliberalism and the knowledge economy on a global scale, as well as the permeation of new technologies into everyday life and the rapid developments of bioengineered living and non-living matter, it has become exceedingly clear that new modes of inquiry and praxis are needed to alter our ideas of how we understand and relate to each other and our broader environment.

Through this special issue, we wish to invite contributions on the topic of Speculative Realism(s) Objects/ Matter/ Entanglements of Art and Design Education to address pressing pedagogical, political, visual, aesthetic, ecological, methodological and ethical challenges in art and design education, museum, community and classroom practices, as well as contemporary art. 

As a non-unified, diverse and speculative philosophical approach, Speculative Realism or (SR) draws on perspectives aligned with Object Oriented Philosophy (OOP), Object Oriented Ontology (OOO), and New Materialism. In this special issue, we combine OOP, OOO, and New Materialism, under the constellation of Speculative Realism(s) with the understanding that while these philosophical propositions share significant tenants, they are also distinctive critical projects. Accordingly, we seek submissions that are informed by one or more of these emergent, interdisciplinary and fluid philosophical approaches.

Speculative Realism(s) brings into focus new and speculative thinking about and commitments to materiality—for instance, the idea that objects have agency on their own terms and occur through intra-action between subject and object. SR inquiries use post-human and post-anthropocentric standpoints to displace the human subject as preeminent in all aspects of life while disavowing correlationism—the philosophical proposition that the reality of objects and matter are in correlation to human thought and being, and as such, must be accessed through human perceptual, cognitive or practical experiences. When considering the non-human world, speculative realists argue that all objects, matter and levels of existence are equally real and significant for ontology. 

In this special issue, we propose that art and design education have something to say to emergent studies in Speculative Realism(s). If we tentatively accept the claim made by speculative realists that aesthetics is first philosophy, one could subsequently argue that art education plays a crucial role in extending the ideas and arguments of speculative realism(s) in ways that challenge us to rethink what is possible to see and say about the entanglements of objects, things and matter in art, aesthetics and education.

Possible lines of inquiry include:

• How might exploratory inquiries of material objects—based on the idea that matter is alive and has agency emphasizing object/object interactions or object/subject relations—address pressing pedagogical, socio-political, visual, aesthetic, ecological or ethical challenges in art education?

• How do Speculative Realist approaches help us to rethink pedagogical objects and processes in art, design and museum education?

• How are digital technological advances (e.g., artificial life, robotics, virtual reality and STEAM) in art and design education contributing to speculative realist(s) scholarship?

• What if art education considered intra-actions between human and non-human agents, objects and matter? 

• How does the hidden life of ordinary objects (e.g., drawing pencils, oil paint, software or sensors) respond to each other and help us understand non-systemic concepts of objects and their relations in/to/across art and design education?

• How can new Speculative Realist approaches propel us toward a consideration and reconsideration of feminist/queer materialism(s)? 

• How can art and design education extend the ideas and arguments of Speculative Realism(s), to create alternative research and dissemination formats that emphasize the materiality of its objects—e.g., research papers, art, curriculum, conference presentations and the things of design?

The special issue hopes to attract a range of articles and visual essays that will develop a new conversation for practitioners and students in art and design education. DEADLINE FOR SUBMISSIONS: 30 SEPT. 2016. All enquiries should be addressed to the editor at Only online submissions will be accepted, please follow author guidelines at


The International Journal of Education through Art is seeking submissions. The journal is interdisciplinary in its reflection of teaching and learning contexts and also in its representation of artistic approaches and practices. It provides a platform for those who wish to question and evaluate the ways in which art education is practiced, disseminated and interpreted across a diverse range of educational contexts. Each issue consists of peer-reviewed articles and image-text features.

Particular emphasis is placed on articles that:
• Critically reflect on the relationship between education and art
• Propose original ways of rethinking the status of education and art education
• Address the role of teaching and learning in either formal or informal
educational contexts and along side issues of age, gender and social background
• Adopt an open and inventive interpretation of research-based analysis
• Promote and experiment with visual/textual forms of representing art education activities, issues and research

Potential topics include:
• Art, craft and design education
• Formal and informal education contexts
• Meaning making, image and identity in art education
• Public, community and environmental art
• Pedagogy and emerging technologies Policy and practice
• Trans-cultural issues
• Visual communication and culture

Articles should not normally exceed 6000 words in length, should include full references and bibliography, and should also include an abstract of no more than 150 words detailing the key areas of analysis. In addition to illustrated articles we are happy to receive proposals for creative image/text features that document, evaluate or reflect on learning activities, events and outcomes. In this instance individuals are required to submit visual materials together with a written proposal which should include a critical introduction of no more than 300 words outlining to the editorial team why the work submitted is relevant to the theme of art education. Please refer to the full guidelines before submitting an article or feature.

To submit an article or for submission guidelines please go to IJETA's online submission page

Guidelines for authors (articles and image-text features) can be found at:



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