Art intervention and social reconstruction in education

Social reconstruction through Art Education has constituted an important item on the art education research agenda of the 20th century, in response to the need of the Western world to make education relevant to social problems. The theoretical framework within which social reconstruction philosophy has been developed is that of postmodernism, where the teaching objectives of multicultural education gain a prominent importance. In parallel, art education teaching approaches are defined, at least in part, by artistic practices and the field of visual creation of each era. In modern era, for instance, the crea-tive self-expression of children and students has emerged as very important for teaching applications and the learning environment. Based on the above hypothesis, two questions arise: a, how do contemporary artistic practices and the ontology of artworks define teach-ing approaches? and b, in this context, can teaching objectives be connected with the promotion of cultural exchange among groups and emphasise the importance of the phi-losophy of the periphery (the philosophy that makes one's view more flexible)? This study attempts to answer the above questions. It focuses on art intervention practice and its teaching implications. We examine the role of these teaching implications in promoting the students' realisation of attitudes and opinions on issues of dominance, power, dependence etc.