This article reports on a research that explored students’ critical thinking in visual arts secondary education. The study was underpinned by an appraisal of the effects of the visual on students’ lives and the importance for them to critically navigate these experiences. Aotearoa New Zealand’s bicultural educational policies – based on Māori and European views – and flexible curriculum emerged as a rich conceptual vantage point from which to examine critical thinking. In this context, the curriculum underpins dialogical pedagogies and visual arts students engage in unique arts-based projects driven by their personal interests and visual culture. The research was framed by a/r/tography, a methodology that enabled the interconnection of the fields of art, research and education in response to what emerged from the data. Through verbal and artistic means, the findings show the critical potential of Indigenous knowledge, dialogical pedagogies and arts-based research methodologies.

中文翻译：

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视觉艺术教育中的对话式教学法：新西兰 Aotearoa 的 A/r/tographical 遭遇

本文报道了一项探索学生在视觉艺术中学教育中的批判性思维的研究。该研究的基础是评估视觉对学生生活的影响以及他们批判性地驾驭这些经历的重要性。Aotearoa 新西兰的双文化教育政策——基于毛利人和欧洲人的观点——和灵活的课程成为一个丰富的概念优势，可以从中检验批判性思维。在这种情况下，课程支持对话教学法，视觉艺术学生参与由个人兴趣和视觉文化驱动的独特艺术项目。该研究由 a/r/tography 框架构成，这是一种方法，可以根据数据中出现的内容实现艺术、研究和教育领域的相互联系。