Abstract
This article discusses some of the processes and findings of a small-scale research project, which aimed to investigate how an arts education practitioner could contribute to the development of a global dimension in the Key Stage 2 (KS2) art curriculum. Through a close analysis of aspects of the project, we explore what it means to attempt to teach global education through art in primary classrooms based on a socio-political conceptualisation of art. We show some of the ways in which socio-cultural theories can illuminate issues related to teachers and artists working together in primary classrooms and to conceptualisations of learning, knowledge and the curriculum.
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