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In 1995 Frances Borzello claimed that feminist art criticism had 'just touched the national curriculum with its fingertips.' Over the last ten years constant challenges to curriculum provision have all but resulted in a loss of contact as educators pull back into 'safe' places and away from the edges where feminist art practices were just starting to take hold. Clinging to 'safe' practices has meant the affirmation of formalist modernist orthodoxies which have fostered a restricted canonical patriarchal approach to the subject. The publication of A Manifesto for Art in Schools, 1999 called for a postmodern view of art with an emphasis on 'difference, plurality and independence of mind' can, all too easily, be read as a panacea 'a post modern solution to a postmodern situation.' However, embracing postmodern pluralism creates as many problems as it solves. Postmodernism often renders any feminist intervention superfluous in spite of new feminist art criticisms' insistence that the politics of feminism remains a vital element of both artistic practice and critical discourse. While agreeing that art education urgently needs to review its complicity with high modernist values, we suggest that there are dangers in uncritically accepting a postmodern view of education. Surely postmodernism renders any blueprint for change problematic. This paper does not provide answers, rather it raises questions in order to encourage teachers to reflect upon existing practices with a view to identifying what is still missing and why. It sets out to interrogate implications for pedagogy, educational policy and social transformation of the contemporary academic preoccupation with postmodernism. [ABSTRACT FROM AUTHOR]

Chapter 8 of the book "Art Education in a Postmodern World," is presented. It uses the question raised by Frankfurt School of sociology and discusses on relevance of art as a subject in formal education. It also discusses the relevance of postmodernism on art education and states that as art is related to values and interpretation, postmodernism cannot be implied to arts in the way it is implied to science.

Chapter 11 of the book "Art Education in a Postmodern World," is presented. It focuses on the problems raised by postmodernism in art education and discusses poststructuralist meanings and their impact on considering art works as objects of study, experience or knowledge. It also analyses the effect of postmodernism on perception of culture as high or low culture.

Chapter 5 of the book "Art Education in a Postmodern World," is presented . It emphasizes the relevance of postmodernism in art and design education using the philosophies of art critics Arthur Danto and H. Foster. It discusses that to introduce modernism in art education new ways of describing things, mapping , new ideas and new themes which uses and allows for new form of research and development, which will discourage any form of orthodoxy.

Chapter 4 of the book "Art Education in a Postmodern World," is presented. It discusses the postmodernism in art education in the U.S. and Great Britain and proposes that in both countries there is an inherent orthodoxy in art curricula which is needed to be challenged. In discussing postmodernism it emphasizes on its language, structuralism and semiotics and analyses their relevance to art and design education and reviews the recent work of American postmodern art educationist Arthur Danto.