As part of her Erasmus visit, Dr. Martina Riedler discussed historical paradigm shifts and emerging visions of art education and eventual implications for current education policies.
Dr. Martina Riedler is an Assistant Professor of Art Education at Çanakkale Onsekiz Mart University (Turkey). She earned her PhD in Art Education at the University of Illinois at Urbana-Champaign (USA) where she was also a Fulbright Scholar and received a masters’ degree in Art Education and Studio Art from the University of Fine Arts Vienna (Austria).
As a way to further deepen her knowledge and understanding of different education systems, she accepted a high school visual arts teacher position in Brooklyn with the New York City public school system. She has worked with the adult interpretive programs at the Solomon Guggenheim New York, with ZKM/ Center for Art and New Media Karlsruhe (Germany), and Krannert Art Museum at the University of Illinois.
In addition to her museum engagements, Dr. Martina Riedler has taught undergraduate and graduate level courses on museum education, new media art, qualitative research methods, contemporary art practices & theories, and preservice art education student teachers at the department of art education at Çanakkale University (Turkey), the School of Art & Design at University of Illinois at Urbana-Champaign (USA), in the department of cultural studies at the Carl von Ossietzky University Oldenburg, (Germany), and in the department of art education at the University of Art Linz (Austria).
Her dissertation research, an innovative and ambitious ethnographic study using the case of the Austrian Gallery Belvedere in Vienna, investigated how museum practices and policies affected by complex political and cultural processes challenge the issues of national and cultural identity construction in Austria. While deconstructing the museum in its historical and political context, the study explored aspects of the museum, its content, and display practices that indicate, explicitly or implicitly, attitudes toward national identity.
Dr. Martina Riedler´s current research focuses on cultural heritage, museum representations/ memory institutions and collective national identities, critical museum studies, the hidden curriculum of informal learning sites, qualitative research methods in art education, and teacher education and she has presented on these subjects at national and international conferences.
She is an editorial board member of the International Journal of Progressive Education and advisory board member of the International Journal of Education and the Arts.
Mag. art Martina Riedler Ph.D
Assistant Professor of Art Education
College of Education
Çanakkale Onsekiz Mart University, Turkey
Peer Reviewed, akzeptiert nach anonymen Begutachtungsprozess
Riedler, Martina & Eryaman, Mustafa Yunus (2010). „Transformative library pedagogy and community-based libraries: A Freirean perspective”. In Gloria J. Leckie, Lisa M. Given and John Buschman (Eds.). Critical theory for library and information science: Exploring the social from across the disciplines. Santa Barbara, CA: Libraries Unlimited, 89—99
Riedler, Martina (2010). „The nature and notion of museums in the age of globalization”. In Elizabeth Manley Delacruz, Alice Arnold, Ann Kuo, and Michael Parsons (Eds.). Globalization, Art, and Education. Reston, VA: National Art Education Association (NAEA), 54—59
Eryaman, Mustafa Yunus & Riedler, Martina (2009), „From interpretive progressivism to radical progressivism in teacher education: Teaching as praxis“. In Mustafa Yunus Eryaman (Ed.). Peter McLaren and the Pedagogy of Liberation. Cresskill, NJ: Hampton Press, 203—224
Riedler, Martina (2009). „Das Erkennen verborgener Transformationsmöglichkeiten im Bereich der Kunstvermittlung”. In Carl-Peter Buschkühle, Joachim Kettel, Mario Urlaß (Hgg.). Horizonte. Internationale Kunstpädagogik. InSEA Heidelberg Konferenz Publikation. Oberhausen: Athena-Verlag, 575—584
Artikel in Lexikon (auf Einladung)
Eryaman, Mustafa Yunus & Riedler, Martina (2010). „Teacher-Proof Curriculum”. In Craig Kridel (Ed.). Encyclopedia of Curriculum Studies. Sage Publications, 864—865