FACULTY


Paul Duncum
Professor
Art Education and Visual Culture

pduncum@illinois.edu | CV

Teaching areas:

Foundations of Art Education (Graduate and undergraduate), Popular Visual Culture, Elementary Art Education.

Research areas:

Postmodern visual culture curriculum, children's unsolicited drawing, popular culture, images of childhood, and critical theory and art education.

Degrees:

Ph. D., B. A. (Hons). (The Flinders University of South Australia). Grad. Cert. of Teaching (Secondary Art). (Adelaide College of Education and Arts). Dip. Graph. Des. (Sydney Technical College)

Paul Duncum is Chair of the Art Education Division. He is widely published internationally in the areas of his research and is a leading advocate for a visual culture approach to art education. From 1982 to 1987 he edited the refereed publication The Journal of the Institute of Art Education (now Australian Art Education). He is a long-time member of the Council for Policy Studies and a lifetime member of the Art Education Australia. Before coming to The University of Illinois he taught at Central Queensland University and The University of Tasmania.

Selected Work

  • Duncum, P. (Ed.). (2006). Visual culture in the art class: Case studies. Reston, VA: National Art Education Association.

  • Duncum, P. (2006). Attractions to violence and the limits of education. Journal of Aesthetic Education, 40(4), 21-38.

  • Duncum, P. (2007). Aesthetics, popular visual culture and designer capitalism. The International Journal of Art & Design Education, 26(3), 285-295.

  • Duncum, P. (2008). Holding Aesthetics and Ideology in Tension. Studies in Art Education, 49(2),122-135.

  • Duncum, P. (2009). Getting Real: Toward pedagogy for a love of mediated violence. Journal of Cultural Research in Art Education 27, 154-165.

  • Duncum, P. (2009). Toward a playful pedagogy: popular culture and the pleasures of transgression. Studies in art Education, 50(3), 232-244.

  • Duncum, P. (2009). Thinking critically about critical thinking. International Journal of Education Through Art, 4(3), 247-257.