Educational Implications of Artistic Practice: Permeating Practices and Discourses
暫譯: 藝術實踐的教育意涵：滲透的實踐與話語

Luis S. Villacañas-de-Castro is Associate Professor at the Faculty of Teacher Education of the University of Valencia, Spain, where he researches and lectures on philosophy of education and language teaching and learning. He has maintained a close relationship with elementary schools in Valencia for nearly a decade and embarked in collaborative projects that have been described in articles published in journals such as Pedagogy, Culture and Society; Journal of Curriculum Studies; Review of Education, Pedagogy, and Cultural Studies; Critical Studies in Education, and TESOL Quarterly. He has also researched on the philosophy of John Dewey and on the educative and democratic foundations of his aesthetic theory through articles published in The European Journal of Pragmatism and American Philosophy, Studies in Philosophy and Education, and Education and Culture. Together with Darío L. Banegas and Emily Edwards, he co-edited the volume Professional Development through Teacher Research: Stories from Language Teacher Educators, published in 2023.

Miguel Corella-Lacasa is Full Professor at the School of Fine Arts of the Technical University of Valencia, Spain. Through many funded research projects, he has reconciled a historical exploration of the field of aesthetics with contemporary approaches to the relationship between art, politics, social activism, and education. Alongside publications like "The baroque. History of an aesthetic concept from interwar Europe to postmodernity", published in Res Publica in 2023, he has published texts like "The reception of the concept of agonism by artistic theory and practice: Agonism without hegemony" (2018), "Metaphors of politics" (2019), and "Ponerse la piel: an arts-based participatory action research project on isolation of elders", published in Arte y políticas de la identidad. Corella-Lacasa has also co-edited a special issue of the journal Escritura e Imagen and written and (co-) edited volumes, journal articles, and chapters on the role of art in the work of Antonio Negri, Jacques Ranciere, and Jean-Luc Nancy. Building on the frameworks of psychoanalysis, he has also studied the therapeutic and educational implications of art.

路易斯·S·維拉卡尼亞斯-德-卡斯特羅（Luis S. Villacañas-de-Castro）是西班牙瓦倫西亞大學（University of Valencia）教師教育學院的副教授，專注於教育哲學及語言教學與學習的研究與教學。他與瓦倫西亞的基礎教育學校保持了近十年的密切關係，並參與了多個合作項目，這些項目已在《教育、文化與社會》（Pedagogy, Culture and Society）、《課程研究期刊》（Journal of Curriculum Studies）、《教育、教育學與文化研究評論》（Review of Education, Pedagogy, and Cultural Studies）、《教育中的批判研究》（Critical Studies in Education）及《TESOL季刊》（TESOL Quarterly）等期刊上發表的文章中有所描述。他還研究了約翰·杜威（John Dewey）的哲學，以及他美學理論的教育與民主基礎，相關文章發表在《歐洲實用主義與美國哲學期刊》（The European Journal of Pragmatism and American Philosophy）、《哲學與教育研究》（Studies in Philosophy and Education）及《教育與文化》（Education and Culture）等期刊中。與達里奧·L·巴內加斯（Darío L. Banegas）和艾米莉·愛德華茲（Emily Edwards）共同編輯的《透過教師研究的專業發展：語言教師教育者的故事》（Professional Development through Teacher Research: Stories from Language Teacher Educators）於2023年出版。

米格爾·科雷拉-拉卡薩（Miguel Corella-Lacasa）是西班牙瓦倫西亞技術大學（Technical University of Valencia）美術學院的正教授。通過多個資助的研究項目，他將美學領域的歷史探索與當代藝術、政治、社會行動主義和教育之間的關係相結合。除了2023年在《公共事務》（Res Publica）上發表的《巴洛克：從戰間歐洲到後現代的美學概念歷史》（The baroque. History of an aesthetic concept from interwar Europe to postmodernity）外，他還發表了《藝術理論與實踐對競爭主義概念的接受：無霸權的競爭主義》（The reception of the concept of agonism by artistic theory and practice: Agonism without hegemony，2018）、《政治的隱喻》（Metaphors of politics，2019）以及《穿上皮膚：一個關於老年人孤立的基於藝術的參與式行動研究項目》（Ponerse la piel: an arts-based participatory action research project on isolation of elders），該文發表在《藝術與身份政治》（Arte y políticas de la identidad）中。科雷拉-拉卡薩還共同編輯了期刊《寫作與影像》（Escritura e Imagen）的特刊，並撰寫及（共同）編輯了有關安東尼奧·內格里（Antonio Negri）、雅克·朗西埃（Jacques Rancière）和讓-呂克·南希（Jean-Luc Nancy）作品中藝術角色的書籍、期刊文章和章節。基於精神分析的框架，他還研究了藝術的治療和教育意涵。