Nicholas Addison is a Visiting Associate Professor at the Institute of Education, UCL, where he continues to contribute to PGCE and MA programmes in Art, Design and Museology. Lesley Burgess is an Associate Professor in the department of Culture, Communication and Media at the Institute of Education, UCL, where she is course leader for the PGCE Art & Design, widely recognised as the most innovative course of its kind in the UK.

• Introduction PART 1 SUSTAINABILITY 1. Arts Education to Come in the Anthropocene: The Cosmic Artesan 2. Beyond civics: Art and Design education and the making of active/activist citizens 3. Teaching as form: working with young people in refugee camps PART 2 GENEALOGIES 4. Inheritance, Disobedience and Speculation 5. There are no formal elements: why we need a historicist pedagogy of Art and Design 6. Speculative and symbolic forms of expression: new practices in community arts education PART 3 INCLUSION 7. Cultural Diversity, creativity and modernism 8. ‘Closer to the skin’ – whiteness and coloniality in ‘white’ art educators 9. Working towards Gender Spectrum: Gender Awareness in Finnish Comprehensive Schools 10. Social Class and Art & Design Education: a significant omission PART 4 SITES FOR LEARNING, SITES FOR ACTION 11. The art museum as a site for practice-based research 12. Expanding the gallery: curation, pedagogy and social action in community-based arts programmes 13. Good enough sculptures, Good enough teaching: Creating opportunities for play and physical exploration in the teaching and making of art.

Nicholas Addison is a Visiting Associate Professor at the Institute of Education, UCL, where he continues to contribute to PGCE and MA programmes in Art, Design and Museology. Lesley Burgess is an Associate Professor in the department of Culture, Communication and Media at the Institute of Education, UCL, where she is course leader for the PGCE Art & Design, widely recognised as the most innovative course of its kind in the UK.

• Introduction PART 1 SUSTAINABILITY 1. Arts Education to Come in the Anthropocene: The Cosmic Artesan 2. Beyond civics: Art and Design education and the making of active/activist citizens 3. Teaching as form: working with young people in refugee camps PART 2 GENEALOGIES 4. Inheritance, Disobedience and Speculation 5. There are no formal elements: why we need a historicist pedagogy of Art and Design 6. Speculative and symbolic forms of expression: new practices in community arts education PART 3 INCLUSION 7. Cultural Diversity, creativity and modernism 8. ‘Closer to the skin’ – whiteness and coloniality in ‘white’ art educators 9. Working towards Gender Spectrum: Gender Awareness in Finnish Comprehensive Schools 10. Social Class and Art & Design Education: a significant omission PART 4 SITES FOR LEARNING, SITES FOR ACTION 11. The art museum as a site for practice-based research 12. Expanding the gallery: curation, pedagogy and social action in community-based arts programmes 13. Good enough sculptures, Good enough teaching: Creating opportunities for play and physical exploration in the teaching and making of art.

Nicholas Addison is a Visiting Associate Professor at the Institute of Education, UCL, where he continues to contribute to PGCE and MA programmes in Art, Design and Museology. Lesley Burgess is an Associate Professor in the department of Culture, Communication and Media at the Institute of Education, UCL, where she is course leader for the PGCE Art & Design, widely recognised as the most innovative course of its kind in the UK.

• Introduction PART 1 SUSTAINABILITY 1. Arts Education to Come in the Anthropocene: The Cosmic Artesan 2. Beyond civics: Art and Design education and the making of active/activist citizens 3. Teaching as form: working with young people in refugee camps PART 2 GENEALOGIES 4. Inheritance, Disobedience and Speculation 5. There are no formal elements: why we need a historicist pedagogy of Art and Design 6. Speculative and symbolic forms of expression: new practices in community arts education PART 3 INCLUSION 7. Cultural Diversity, creativity and modernism 8. ‘Closer to the skin’ – whiteness and coloniality in ‘white’ art educators 9. Working towards Gender Spectrum: Gender Awareness in Finnish Comprehensive Schools 10. Social Class and Art & Design Education: a significant omission PART 4 SITES FOR LEARNING, SITES FOR ACTION 11. The art museum as a site for practice-based research 12. Expanding the gallery: curation, pedagogy and social action in community-based arts programmes 13. Good enough sculptures, Good enough teaching: Creating opportunities for play and physical exploration in the teaching and making of art.