Dr. Dónal O’Donoghue is Professor (Art Education) in the Department of Curriculum and Pedagogy and a Faculty Member of Green College. His research and scholarship focuses on contemporary art, specifically its pedagogical nature and its capacity to function as a distinct mode of scholarly inquiry and research. Informed by contemporary art theory, continental philosophy and the study of art making and art interpretation, his work contributes most significantly to two fields: art-research and art education. His major contributions to both fields are in four areas: (a) studying how art-research operates in gender research and, in particular, what it reveals about life in boys’ schools, and the gendering practices that occur there; (b) exploring how art practices and forms (and the interpretation of them) suggest alternative inquiry and representational approaches for research conducted in fields such as history education, sociology, visual sociology, visual research, gender research and gender studies; (c) studying contemporary art and curatorial practices and genres (most especially ‘the turn to experience’ and ‘the turn to education’) for their implications for K-12 Art Education theory and practice; (d) preparing artists to become art-researchers and educators, and studying how artists are educated at the tertiary level.
Dr. O’Donoghue has published widely in the areas of art, education, art-led research, and masculinities and has received a number of awards for his scholarship including the 2010 Manuel Barkan Memorial Award from the National Art Education Association (United States) and the 2014 Canadian Art Educator of the Year (Research Impact) from the Canadian Society for Education through Art.
Dr. O’Donoghue is a founding Chair (with Dr. Freedman) of The Art Education Research Institute (AERI) and currently serves as Chair of The Council for Policy Studies Art Education (CPSAE). Previously, he served as Editor of The Canadian Review of Art Education, Honorary Secretary of the Educational Studies Association of Ireland, Secretary of the Arts-Based Educational Research SIG of the American Educational Research Association (AERA), and member of The International Visual Sociology Association (IVSA) Executive Board, The Canadian Society for Education Through Art (CSEA) Executive Committee, and Studies in Art Education Editorial Board.
– On the Nature of “Boys’ Art Education”. Breaking the Stereotype: Boys Art Education Symposium. St. Edmunds College, Canberra, Australia, July 3-5, 2014. Keynote Address.
– Art Practice, Scholarship and Research (with F. Blaikie). 2nd BMBF-Workshop: International Perspectives of Research in Arts Education, Federal Ministry of Education and Research, Germany, Duesseldorf, Sept. 16-17. Invited Talk
– Variations of Arts-Based Research in Canada (with F. Blaikie). 2nd BMBF-Workshop: International Perspectives of Research in Arts Education, Federal Ministry of Education and Research, Germany, Duesseldorf. Sept. 16-17. Invited Talk
– Shifting Attention from Art as Research to Art as Scholarship. Western University, London Ontario, December, 3, 2013.
– The Scholarship of Art Practice. University of Regina, Faculty of Education, Saskatchewan, October 6, 2013.
– Intimate Acts in Living Masculinity. Saskatchewan Justice Institute, University of Regina, Saskatchewan, October 7, 2013.
– Contemporary Art Practice and the Turn to Education. Goldsmiths, University of London, Department of Educational Studies, July 2, 2013.
– Requiring arts-based educational research to do more than it is capable of doing. Invited paper in the symposium, “What does it mean to have an N of 1? Art-making, education research and the public good”, American Educational Research Association, Annual Meeting, San Francisco, May 1, 2013.
– Art, Experience and Educational Research. The Curriculum and Teaching Colloquium Series, Department of Curriculum and Teaching, Teachers College, Columbia University, New York, March 26, 2013.
– Rethinking Relationships between Teaching, Learning and Art, (with Rita Irwin). The 2013 Wyman Lecture and Killam Conversation, The University of British Columbia, Vancouver Canada, March 14, 2013.
– The Turn to Experience in Contemporary Art: A Potentiality for Making, Thinking and Doing Research Differently. Keynote Address for The 4th Annual Concordia Art Education Graduate Symposium, Montreal Canada, February 28, 2013.
– Is Arts-Based Research Anti-Art? Distinguished Speaker Series, Brock University, St. Catharines, Ontario Canada, February 7, 2013.
– Against Over-Signification. Art, Research and Creative Practices of Knowledge Production. Northern Illinois University, School of Art, College of Visual and Performing Arts, November 15.
– Experience. The 2012 Arts and Learning SIG Invited Lecture. American Educational Research Association Annual Meeting, Vancouver, British Columbia, April 15.
– Encountering Pedagogy through Relational Art Practices, (with Rita Irwin). The Arts-Based Research Studio, University of Alberta, January 19.
– The Promise of Proximity: Art, Research and the Production of Knowledge. The John M. Anderson Lecture Series, Penn State University, October 18.
– Doing and Disseminating Visual Research: Arts-based Approaches. Art Education Faculty and Doctoral Colloquium, Penn State University, October 18.
– Thinking Ourselves into Pedagogy and Art Practice. Keynote Address (with Rita Irwin), The 2011 IJADE Annual Conference, University of Chester, England, October 7.
– ‘Learning to Live in the Foreseeable Future’: Art, Education, and Questioning Common Sense’. The Manuel Barkan Memorial Lecture, The National Art Education Association Convention, Baltimore, Maryland, April 15th.
O’Donoghue, D. (under contract; forthcoming 2016). Learning to Live in Boys’ Schools: Art-led Understandings of Masculinities. Routledge: New York.
Journal Articles and Book Chapters
O’Donoghue, D. (forthcoming). Framing “Boys’ Art Education” through an intercultural lens. In. K. Powell, P. Burnard and L. Mackindley. (Eds.), International Handbook on Intercultural Arts Research. London: Routledge.
O’Donoghue, D. (forthcoming). Art Education for our Time: Promoting Education and the Practice of Paying Attention. In K. Grauer, R. Irwin, and M. Emme (Eds.), StARTing With . . . Fourth Edition, Toronto, Ontario: Canadian Society for Education through Art.
O’Donoghue, D. (2015) The Turn to Experience in Contemporary Art: A Potentiality for Thinking Art Education Differently.Studies in Art Education. 56(2), 103-113
O’Donoghue, D. (2015). Art, Scholarship and Research: A Backward Glance. In M. Fleming, L. Bresler and J. O’Toole (Eds.), The Routledge International Handbook of the Arts and Education (pp. 345-358). London: Routledge.
O’Donoghue, D. (2014). Doing Arts-Based Educational Research For The Public Good: An Impossible Possibility? International Journal of Education and the Arts (special issue on Arts-Based Research)http://www.ijea.org/v15si2/v15si2-3.pdf
O’Donoghue, D. (2014). Revisiting the idea of Arts-Based Research: An unexhausted possibility. International Review of Qualitative Research, 7(2), 169-183.
O’Donoghue, D., & Berard, M.F. (2014). Six qualities of Socially Engaged Design: Emerging possibilities for K-12 art education programs. Art Education 67 (6), 6-10.
May, H., O’Donoghue, D., Irwin, R.L. (2014). Performing an Intervention in the Space Between Art and Education. International Journal for Education Through Art, 10 (2), 163-177.
Triggs, V., Irwin, R., & O’Donoghue, D. (2014). Following A/r/tography in practice: From possibility to potential. In K. Miraglia & C. Smilan (Eds.), Inquiry in Action: Paradigms, Methodologies and Perspectives in Art Education Research (pp. 253-264). Reston, VA: The National Art Education Association.
O’Donoghue, D. (2013). ‘The otherness that implicates the self’: Towards an understanding of gendering from a theory of proximity. International Journal of Qualitative Studies in Education (Special edition: Gendering in Gender Research: Methodological Considerations), 26 (4), 400-413.
Irwin, R. L., & O’Donoghue, D. (2012). Encountering pedagogy through relational art practices. International Journal of Art and Design Education, 31(3), 221-236.
O’Donoghue, D. (2012). The promise of intimacy as a way of learning and performing masculinities: Fred Herzog’s barbershops. In C. J. Greig and W. J. Martino (Eds.), Canadian Men and Masculinities, (pp. 313-328). Toronto, Ontario: Canadian Scholars’ Press.
O’Donoghue, D. (2012). Darrell Morris: Men don’t sew in public. In T. Quinn, J. Ploof, and L. Hochtritt (Eds.), Culture as Commons: Art and Social Justice Education, (pp. 56-58). New York: Routledge.
O’Donoghue, D. (2012). Questions that never get asked about Irish Art Education curriculum theory and practice. In G. Granville (Ed.), Art Education in Contemporary Culture: Irish Experiences and International Perspectives, (pp. 129-149). Bristol: Intellect.
O’Donoghue, D. (2011). Has the art college entry portfolio outlived it usefulness as a method of selecting art students in an age of relational, collective and collaborative art practice? International Journal of Education and the Arts. http://www.ijea.org/v12n3/
O’Donoghue, D. (2011). Doing and disseminating visual research: visual arts-based approaches. In Eric Margolis and Luc Pauwels (Eds.), Handbook of Visual Research Methods, (pp. 639-652). Thousand Oaks, CA: Sage.
O’Donoghue, D. (2011). Art Education for our time: Promoting Education over conservatism. In K. Grauer, R. Irwin, and M. Emme (Eds.), StARTing With . . . Third Edition, (pp. 158-167). Toronto, Ontario: Canadian Society for Education through Art.
O’Donoghue, D. (2010). Classrooms as Installations: A conceptual framework for analyzing classroom photographs from the past. History of Education, 39(3), 401-415.
O’Donoghue, D (2009). Are we asking the wrong questions in arts-based research? Studies in Art Education, 50(4), 352-368. (50th Anniversary Issue) (This article won the NAEA 2010 Manuel Barkan Award)
O’Donoghue, D (2009) Predicting performance in art college: How useful is the entry portfolio and other variables in explaining variance in first year marks? International Journal of Art and Design Education, 21(1), 82-106.
O’Donoghue, D. (2009). Space and place in boys’ schools: What can we learn about the production of masculinities in schools from a close examination of place-making practices? In S. Steinberg and M. Kehler, (Eds.), Boy Culture: An Encyclopedia, (pp.488-493). Westport, CT: Greenwood Press.
Ni Bhroiméil Ú & O’Donoghue, D. (2008). Doing gender history visually. In M. Valiulis (Ed.), Gender and Power in Irish History, (pp. 159-182). Dublin: Irish Academic Press.
O’Donoghue, D. (2008). ‘That stayed with me until I was an adult’: Making visible the experiences of men who teach. In R. L. Irwin, C. Leggo, P. Gouzouasis and S. Springgay (Eds.), Being with A/r/tography, (pp.109-124). Rotterdam: Sense Publishing.
O’Donoghue, D. (2007). Place-making in boys’ schools: Researching with and through art practice. Journal of Artistic and Creative Education, 1(2), 68-101.
O’Donoghue, D (2007). ‘James always hangs out here’: Making space for place in studying masculinities at school. Visual Studies, 22(1), 62-73. (Special Issue: The Visible Curriculum).
O’Donoghue, D. (2006). Situating place and space in the making of masculinities in schools. Journal of Curriculum and Pedagogy, 3(1), 15-33.
O’Donoghue, D. (2007). Teaching bodies who teach: men’s bodies and the reconstruction of male teacher identity in Ireland. In S. Springgay and D. Freedman (Eds.), Curriculum and the Cultural Body, (pp. 91-113). New York: Peter Lang.
O’Donoghue, D. (2005). ‘Speak and act in a manly fashion’: The role of the body in the construction of men and masculinity in primary teacher education in Ireland. Irish Journal of Sociology, 14(2), 231–52. (Special Issue: Masculinities).
O’Donoghue, D. (2002). Higher Education in Art and Design Education: access participation and opportunity. Irish Educational Studies, 21(3), 111-129
O’Donoghue, D. (1996). What parents say: Parental attitudes to art education at post-primary level. Solas: Occasional Research Papers in Art and Design Education. 1(1), 62-72.
Editorials in Refereed Journals
O’Donoghue, D. (2011). The Return to Pedagogy: Art, Research and Education. The Canadian Review of Art Education, 38(1), 1-5.
O’Donoghue, D. (2012). Laying Claim to Experience. The Canadian Review of Art Education, 39(1), 1-6.
O’Donoghue, D. (2014). The Prosthetic Scholarship of Art: Garoian, G. The Prosthetic Pedagogy of Art: Embodied Research and Practice. Albany, New York. State University of New York Press. ISBN 978-1-4384-4547-2. 186 pages. Studies in Art Education, 258-261.
O’Donoghue, D. (2014). Moffatt, K (Ed.), Troubled Masculinities: Reimagining Urban Men. University of Toronto Press. University of Toronto Quarterly, 444-446.
Art Commentary/ Catalogues Essays
O’Donoghue, D. (2012). In Praise of Ambiguity. Hail to the Destroyers: UBC Master of Fine Arts Graduate Exhibition 2012, (pp. 12-14). Vancouver: Morris and Helen Belkin Gallery.
Recent Papers at National and International Conferences (Peer-Reviewed/Refeered Proposals)
2010 O’Donoghue, D. Learning from Artists and Thinking Differently about Visual Research Inquiry and Representational Methods. The International Visual Sociology Association (IVSA) Annual Conference. Bologna, Italy, July 20-22
O’Donoghue, D. How Do Arts-Based Researchers Address the Problem of Interpretation in Arts-Based Research? American Educational Research Association (AERA) Annual Meeting. Denver Colorado. April 30- May 4.
O’Donoghue, D. Place Cultures in Private Boys’ School. American Educational Research Association (AERA) Annual Meeting. Denver Colorado. April 30- May 4
O’Donoghue, D., Freedman, K., & Green, C. Visualizing Masculinities: The Place of the Visual Arts in the Education of Boys. National Art Education National Convention. Baltimore Maryland. April 14-18.
Irwin, R., O’ Donoghue, D., Grauer, K. A/r/tography in Teacher Education. National Art Education National Convention. Baltimore Maryland. April 14-18.
2009 O’Donoghue, D. Place-Based Research Methods in Education: Installation Art as a Form of Inquiry. History of Education Society (UK) Annual Conference. Sheffield UK. December 4-6. (14 pages)
O’ Donoghue, D. Producing Culture in Place: Practices of Visual Representation in Public Spaces in Elite Boys’ Schools in Canada. The International Visual Sociology Association (IVSA) Annual Conference. University of Cumbria UK. July 22-24. (13 pages)
O’Donoghue, D. & Metcalfe, A. Learning from the Fringe: What artists and critics can teach us about arts-based research. American Educational Research Association (AERA) Annual Meeting. San Diego. April 13-17. (9 pages).
Ni Bhroimeil, U. & O’Donoghue, D. Visual artifacts: using visual methodologies to do gender history research in education. American Educational Research Association (AERA) Annual Meeting. San Diego. April 13-17. Highlighted Session in Division F. (12 pages).
O’Donoghue, D. Art Education and masculinities in boys’ schools. National Art Education Association (NAEA) Annual Convention. Minneapolis. April 17-21. (18 pages)
O’Donoghue, D. & Irwin, R. Becoming pedagogical through A/r/tography in Art Teacher Education. National Art Education Association (NAEA) Annual Convention. Minneapolis. April 17-21.
2008 O’Donoghue, D. Can arts-based researchers go where artists go? Research in Practice 2008. Royal Society of Arts, London. October 31. (22 pages).
O’Donoghue, D. Art Education as a Site of Masculinity Formation: The Case of Elite Boys Schools in Canada. The 32nd International Society for Education through Art (InSEA) World Congress. Osaka, Japan. August 5-9. (12 pages)
O’Donoghue, D. Engaging bodies in the study of masculinities in teacher education. The 43rd Annual Meeting of the Canadian Sociological Association (CSAA). Vancouver. June 3-6. (17 pages)
O’Donoghue, D. Making place for the visual in studying masculinities in school. The 43rd Annual Meeting of the Canadian Sociological Association (CSAA).Vancouver. June 3-6. (20 pages)
O’Donoghue, D. Why some men become teachers: Performing teaching and masculinity. Canadian Society for the Study of Education Annual Conference (CSSE). Vancouver. May 31-June 3. (14 pages)
O’Donoghue, D. & Metcalfe A. How Do We Evaluate Arts-based Educational Research? Questions of Quality, Criteria and Impact. Canadian Society for the Study of Education, (CSSE). Vancouver. May 31-June 3. (12 pages)
O’Donoghue, D. What’s Art got to do with it: Situating Art in Arts Based Educational Research. American Educational Research Association (AERA) Annual Meeting. New York. March 24-28. (15 pages)
O’Donoghue, D. Men who become Teachers: Performing Teaching and Masculinity. American Educational Research Association (AERA) Annual Meeting. New York. March 24-28. (14 pages).
O’Donoghue, D. Teacher research through a/r/tography. American Educational Research Association (AERA) Annual Meeting. New York. March 24-28. (12 pages)
O’Donoghue, D. The limits of Arts-based Educational Research. National Art Education Association (NAEA) Annual Convention. New Orleans. March 26-30. (18 pages)
Published Art Works:
O Donoghue, D. 2008. Looking Away: Vancouver BC. International Journal of Education and the Arts. 12 Digital Prints. http://www.ijea.org/indexDO.html
O Donoghue, D. 2008. Gender and power in Irish history edited by M. Valiulis (Ed.) Gender and power in Irish history (Dublin: Irish Academic Press): Installation stills, Safe Distance.
O Donoghue, D. 2007. Being with A/r/tography edited by R.L Irwin, C. Leggo, K. Grauer, P. Gouzouasis and S. Springgay (Rotterdam: Sense Publishing): 8 Digital Prints: pages, 116, 117, 118, 119, 121, 123.
O Donoghue, D. 2006. Journal of Curriculum and Pedagogy Vol. 3 (1). Cover image and Digital Prints 24, 26, 28 and 29.
Image Creation and Design Work
O’Donoghue, D. 2008. Conference Program Cover and four Insert Pages for The Canadian Society for the Study of Education 2008 Annual Conference.
O’Donoghue, D. 2008. Seven Invitational Postcards for The Canadian Society for the Study of Education 2008 Annual Conference.
Social Science and Humanities Research Council of Canada (SSHRC) Standard Research Grant (2009). Principal Investigator. Place Making Practices and Place Cultures in Boys’ Schools
UBC Faculty of Education Humanities and Social Science Research Grant (2009). Principal Investigator. Learning from Histories of Art Education at Eton College: How British Ideas shaped Art Education Practices in Elite Boys’ Schools in Ontario, 1918-1948
UBC Faculty of Education Humanities and Social Science Research Grant (2009). Co-Principal Investigator with Dr. Amy Scott-Metcalfe. Research in and through the Arts: An Interdisciplinary exploration of research in Education and Fine Arts.
Social Science and Humanities Research Council of Canada (SSHRC) Standard Research Grant (2008). Co-Investigator with R. Irwin (Principal Investigator) and G. Belliveau, P. Gouzoausis, C. Leggo (Co-Investigators) and S. Springgay (Collaborator). Becoming pedagogical through A/r/tography in Teacher Education.
UBC Faculty of Education Humanities and Social Science Research Grant (2008). Principal Investigator. Engaging masculinities in Art Education during the Inter-War Years in Canada: The case of Elite Boys Schools, 1918-1939.
EDCP 504A Review of Research in Art and Education
This is a course about art, research and pedagogy. It brings together readings from, and relating to these three disciplines in an effort to consider an approach to research and inquiry informed by contemporary art practice and poststructuralist research methodologies. The course is concerned with looking beyond what is familiar and recognizable in art, pedagogy and research in search of an approach to inquiry that stretches beyond defining and limiting categories; one that establishes its own categories in the process of inquiry. From this perspective, the inquiry and analytical focus is not on capturing that which already exists, but rather on registering what is constructed and brought into existence because of and within a set of relations between the researcher and researched, location and time, and, potential and actuality. Through this line of thinking, research is viewed as an incredibly creative act not taxed with the task of recording and capturing something that supposedly already exists, but rather acutely aware of the possibilities and potentialities of the moment of encounter and interpretation.
EDCP 523A Visual Culture and the Politics of Representation
This course engages with key debates and tensions in visual culture research and theory. It interrogates what is understood as ‘visual’ and ‘culture’; and problematizes the unquestioned alliance between culture and visibility. It critically engages with ‘ways of seeing’, of ‘not‐seeing’, and the politics of representation. The course explores the idea that ‘ways of seeing’ are cultural constructions that are learnt and cultivated in and across time and place; that representation is an ideological and political act; and that visual culture is the visual construction of the social. The following are some of the key questions that will be taken‐up and addressed in the course: What is visual culture? Is it an emergent field, or sub‐field of cultural studies, media studies, communication studies or art history? Is it a discipline? Is visual culture concerned with everything that is visible, that can be seen, or have been seen? Is it about practices of looking?
CCFI 508 Encountering the Visual as Research
This course critically explores and engages with methodological, ethical, and theoretical issues concerning visual research practices in education and the social sciences. Structured around concepts of Participation, Place, and The Everyday, it focuses on ways of conceptualizing and doing visual research. In particular, the course explores what counts as evidence in visual research, and what constitutes analytical and interpretative practices in this particular research approach. The work of a number of contemporary artists and their art practices are introduced throughout the course in an attempt to overlay their practices of visualization and meaning making with research practices of visual researchers and theories of visual research. It is anticipated that this will enable course participants to think through, expand on, and make visible ways of doing research in, through, and with the visual. The artists examined include Diane Arbus, Rebecca Belmore, Sophie Calle, Dorothy Cross, Willie Doherty, Nan Goldin, Maya Lin, Martha Rosler, Reece Terris, Song Dong, and others.The course will provide opportunities to develop a solid theoretical base and a set of practical skills to engage with the visual in research.
ARTE 541 Perspectives, Practices, and Curriculum Issues in Contemporary Art Education
This course engages with contemporary art education curriculum theory and practice. It attends to the intersections between art, art practice and art education curriculum theory. The course traces, positions, and contextualizes the evolution and practices of dominant curricular models such as Discipline Based Art Education and Visual Culture Art Education, Multicultural Art Education, Holistic Art Education in the field of art education and in the wider field of visual art and cultural production. It envisions art education as a field, as a structured space with its own laws of functioning, autonomous but structurally homologous to the fields of art and education. The structure of the field is never fixed but always in flow. It is shaped by the relations between the positions that the field.
EDCP 409 Art Education Theory and Practice
This is an Art Education theory and research course. This course introduces key ideas and current debates in Art Education. One of the primary purposes of the course is to identify, make visible, and critically examine different models and philosophies of art teaching and learning, while paying attention to the implications of each approach for what gets taught in schools, when, where and by whom. Throughout the course, students will be invited to think about what these ideas might mean for them as teachers of art, for the students that they will work with, and for art practice more generally. Learning more about how Art and Art Education is taken up in different discourses such as relational aesthetics, multiculturalism, discipline-based art education, visual culture, etc will better inform students of the complexities of the discipline in which they work. It will introduce them to the different ways in which Art Education is thought about, conceptualized, written about and practised in different places and contexts over time.