Abstract
This article explores and promotes the expanding field of material culture studies as a viable theoretical foundation and practical direction for art education. Challenging the current shifting stance of art education toward accepting a position of visual culture, the authors argue that rather than adopt a visual culture perspective, art education would be more readily served by embracing far-reaching holistic forms and practices that can be critically examined through the interdisciplinary, multidisciplinary, and transdisciplinary methods associated with material culture studies. The persuasiveness of the authors' case is based on seven statements supporting a material culture studies orientation within art education.
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