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About this issue:

This issue of the engage journal looks at research methods used in the visual arts. Veronica Sekules presents the case for research in gallery education. Stephen Foster looks at the role of the gallery director and considers how academic research gets fed into a gallery context. Lewis Biggs looks at current thinking about fine art practice as research. Drawing on her own PhD research, Emily Pringle addresses how selected artist educators understand themselves to be ‘artists’; Barbara Taylor writes on the en-quire research programme and its interpretation of action-research.

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