Language games: Reimagining learning conversations in art education

John Hammersley

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


This paper discusses how language games might facilitate a reimagining of learning conversations in art education, by comparing them with Socratic, Kantian and post-structuralist dialogical perspectives that inform group critique. It proposes that language games may facilitate the construction of more personal and layered modes of conversation, instead of prescribing processes intended to seek universal truths, authentic self-knowledge, or disruptive critical scepticism. It argues that they promote the recognition of all co-learners as people who come with their own valuable original ideas and backgrounds.

Original languageEnglish
Pages (from-to)49-59
Number of pages11
JournalArts and Humanities in Higher Education
Issue number1
Early online date18 Oct 2016
Publication statusPublished - 1 Feb 2019


  • Co-learning
  • dialogue
  • group critique
  • language games
  • learning conversations

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts


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