Helene Illeris
Biographic Data
| ID | 1505444 |
|---|---|
| NAME | Helene Illeris |
| GIVEN NAMES | Helene |
| FAMILY NAME | Illeris |
| SIGNATURE | ILLERIS H |
| AFFILIATIONS | Aarhus University |
| ORCID | 0000-0001-5002-7621 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Wilding Pedagogy With Nature Writings, Propositions and Minor Experiences
This article explores strategies for rewilding pedagogy through three life-opening arts-based educational practices: nature writing, propositions, and minor experiences. Drawing on wild pedagogies, diverse perspectives on life, and various approaches to arts education, we examine how these practices can be twisted to promote life-friendly education, in support of more-than-human life, disrupting life-forgetful educational and societal norms. By r…
Visual events and the friendly eye
New, experimental educational settings such as 'art laboratories', 'digital workshops' and 'theme-based tours' are important to the processes of change towards more inclusive practices, which have been initiated in many Danish art galleries. While traditional gallery education was constructed in order to stimulate the 'disciplined eye' or the 'aesthetic eye' of the visitors, this article aims to discuss the practices of looking encouraged by cont…
Museums and galleries as performative sites for lifelong learning
In recent years community-based voluntary adult education has been under increasing pressure from neo-liberal discourses concerning the problems and benefits of globalization. Learning in museums traditionally connects to ‘soft’ humanist ideals of lifelong learning such as popular enlightenment, personal development and active citizenship, similar to those of the Scandinavian tradition of youth and adult education. However, even museum and galler…
Cyclops CAmeo
The Contemporary Work of Art as an Experiential Model for Pictorial Work in the Higher Grades of the Danish Folkeskole» is the working title for a research project carried out by the author at the Royal Danish School of Educational Studies in Copenhagen. The project covers: The reactions and strategies of 14- and 15-year-old- students in direct encounters with works ofcontemporary art, and how students are able (or unable) to use their experience…
Kunstpædagogisk teori og praksis i et didaktisk perspektiv
This article presents a critical study of the relationship between theory and practice in the field of gallery education, within a conceptual framework borrowed from American curriculum theory from the 1970s. Inspired by Elliot Eisner’s and Elisabeth Vallance’s book Conflicting Conceptions of Curriculum (1974), the article individuates four conceptions within contemporary gallery education, pre- sented within two models: 1. Gallery education base…
Kunstkammeret som dannelsesritual
In the fifteenth and sixteenth century The Royal Danish Kunstkammer provided the framework for two different educational rituals, one aimed at the court and another aimed at visitors from outside. The article employs an educational-anthropological perspective to investigate how the Kunstkammer’s spatial organisations favoured certain movement and perception
Kunstkammeret som dannelsesritual
In the fifteenth and sixteenth century The Royal Danish Kunstkammer provided the framework for two different educational rituals, one aimed at the court and another aimed at visitors from outside. The article employs an educational-anthropological perspective to investigate how the Kunstkammer’s spatial organisations favoured certain movement and perception
Cyclops CAmeo
The Contemporary Work of Art as an Experiential Model for Pictorial Work in the Higher Grades of the Danish Folkeskole» is the working title for a research project carried out by the author at the Royal Danish School of Educational Studies in Copenhagen. The project covers: The reactions and strategies of 14- and 15-year-old- students in direct encounters with works ofcontemporary art, and how students are able (or unable) to use their experience…
Kunstpædagogisk teori og praksis i et didaktisk perspektiv
This article presents a critical study of the relationship between theory and practice in the field of gallery education, within a conceptual framework borrowed from American curriculum theory from the 1970s. Inspired by Elliot Eisner’s and Elisabeth Vallance’s book Conflicting Conceptions of Curriculum (1974), the article individuates four conceptions within contemporary gallery education, pre- sented within two models: 1. Gallery education base…
Kunstkammeret som dannelsesritual
In the fifteenth and sixteenth century The Royal Danish Kunstkammer provided the framework for two different educational rituals, one aimed at the court and another aimed at visitors from outside. The article employs an educational-anthropological perspective to investigate how the Kunstkammer’s spatial organisations favoured certain movement and perception
Museums and galleries as performative sites for lifelong learning
In recent years community-based voluntary adult education has been under increasing pressure from neo-liberal discourses concerning the problems and benefits of globalization. Learning in museums traditionally connects to ‘soft’ humanist ideals of lifelong learning such as popular enlightenment, personal development and active citizenship, similar to those of the Scandinavian tradition of youth and adult education. However, even museum and galler…
Visual events and the friendly eye
New, experimental educational settings such as 'art laboratories', 'digital workshops' and 'theme-based tours' are important to the processes of change towards more inclusive practices, which have been initiated in many Danish art galleries. While traditional gallery education was constructed in order to stimulate the 'disciplined eye' or the 'aesthetic eye' of the visitors, this article aims to discuss the practices of looking encouraged by cont…
Wilding Pedagogy With Nature Writings, Propositions and Minor Experiences
This article explores strategies for rewilding pedagogy through three life-opening arts-based educational practices: nature writing, propositions, and minor experiences. Drawing on wild pedagogies, diverse perspectives on life, and various approaches to arts education, we examine how these practices can be twisted to promote life-friendly education, in support of more-than-human life, disrupting life-forgetful educational and societal norms. By r…
Art (5 works) · Sociology (5 works) · Philosophy (4 works) · Visual arts (4 works) · Art Education and Development (3 works) · Danish (3 works) · Linguistics (3 works) · Museums and Cultural Heritage (3 works) · Pedagogy (3 works) · Philosophy (3 works)