Kanapat Buddhasri Rojroung

One factor that permeates our teaching in the Teacher Education Programme has been norm criticism – the idea of always questioning what is self-evident, and whether something “self-evident” actually exists in teaching. Through norm criticism, we can create more inclusive teaching, and at the same time highlight more perspectives that might otherwise have been obscured by normative assumptions. In my degree project, I have broadened by perspective on the subject of visual arts by visiting visual art teachers and educators working in Thailand. The aim of this was to get insight into what a practical visual arts subject entails, from a country that centres on traditional methods and cultural heritage in its teaching, in comparison with the contemporary-centred visual arts subject that we practise in Sweden.