Critical art education : supporting art educators in Maltese secondary schools

Abstract

This dissertation addresses the imminent need for critical thinking skills to be fostered among students through the subject of art at a secondary school level. This was undertaken with the aim of answering the following research questions: Firstly, how could, if at all, a focus on a critical thinking perspective be enhanced in the work of art teachers in Malta? Secondly, what policy recommendations, if any, would support art teachers to fulfil their commitments to encourage critical thinking skills that are in line with SEC syllabus among secondary school students in Malta (University of Malta, 2020)? This was initially undertaken by investigating the nature of art teacher identity, followed by examining art education, art pedagogy and anarchist pedagogies and the benefits they hold in fostering critical thinking skills. The nature of fatalism within the context of enacting positive social change was, moreover, defined and contextualised to this end. Finally, the role of critical thinking and its societal impact and understanding among educators within International and national studies was addressed. This information was then utilised as a springboard to inform roundtable focus groups among art educators who are employed within Malta. The data collected through these focus groups was then analysed and thematically organised into relational and structural categories. Subthemes identified were then used to inform policy recommendations oriented towards answering the research questions.