The 'Other' side of the easel: questioning art education through a postcolonial frame

In this article I combine a researcher voice (reflective practitioner, Schon 1983) with the neo-narrative reporting strategy of Stewart (1996) to blend and blur a researchteaching nexus. I elaborate on a four-pronged strategy that encourages my preservice primary teachers to recognize and challenge some of the western art world's longstanding exclusive discourses. The teaching approaches are informed directly by my post-structuralist doctoral research and postmodern art education alignment (Ashton 1999a, 2008).