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Coming into Intelligibility: Decolonizing Singapore Art, Practice and Curriculum in Post-colonial Globalization

Koh, Bee Kim
http://rave.ohiolink.edu/etdc/view?acc_num=osu1397669338

Abstract Details

2014, Doctor of Philosophy, Ohio State University, Art Education.
This study examines how select aspects of art and practice are apprehended in Singapore, in terms of how they come into being, how they are known, lived and responded to. Situated within the broader context of postcolonial globalization, the study considers how art and practice can be understood within situated conditions in Singapore as a means towards decolonizing the pre-constitution of subjectivity of Singapore art in the curriculum. This qualitative research uses grounded theory, Adele Clark's situational analysis (2005) and case study to examine the interviews and works of six art/design practitioners. The work draws on concepts from Karen Barad's theory on the materialization of entities in human and non-human actions and relations (2007), Michel Foucault's grid of intelligibility (1971; 1978), and Appadurai's disjuncture and difference in the global cultural economy (1990). Using these concepts, the study considers how subjectivities are made intelligible or constituted within physical-discursive conditions in phenomena. The research investigates how practitioners come to know aspects of art and practice; how they experience, enact, and act against pre-existing subjectivities embedded in structures of practice; and how they respond to these structures in and through their work. The study examines how art/design practitioners traverse and transgress pre-existing subjectivities, and reconfigured these dynamically through splicing strategies in their ongoing becoming in the global cultural economy.
Christine Ballengee-Morris, Dr (Committee Co-Chair)
Deborah Smith-Shank, Dr (Committee Co-Chair)
Sydney Walker, Dr (Committee Member)
Amy Shuman, Dr (Committee Member)
282 p.
Art Education; Curriculum Development; Education; Education Philosophy; Education Policy; Educational Tests and Measurements; Epistemology; Ethics
Decolonizing; Postcolonial Curriculum Design; Postcolonial Studies; Art Practice; Art Pedagogy; Curriculum Studies; Singapore; Art Curriculum; Postcolonial Identity; Postcolonial Subjectivity; Global Cultural Economy; Karen Barad; ethico-onto-epistemology

Recommended Citations

Citations

  • Koh, B. K. (2014). Coming into Intelligibility: Decolonizing Singapore Art, Practice and Curriculum in Post-colonial Globalization [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397669338

    APA Style (7th edition)

  • Koh, Bee Kim. Coming into Intelligibility: Decolonizing Singapore Art, Practice and Curriculum in Post-colonial Globalization. 2014. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1397669338.

    MLA Style (8th edition)

  • Koh, Bee Kim. "Coming into Intelligibility: Decolonizing Singapore Art, Practice and Curriculum in Post-colonial Globalization." Doctoral dissertation, Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397669338

    Chicago Manual of Style (17th edition)

osu1397669338
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© 2014, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.