My research is focussed on exploring the ways that contemporary African artists challenge the historic and neo-avant-garde discourses of art through my art making, theoretical scholarship on African art, and by developing ways of engaging with art in the art museum. My interest in the ways that artists engage with discourses of art led me to explore how artists challenge the ontologies of art in my PhD titled “Beyond the Readymade: Found Objects in Contemporary South African Art” (obtained in 2016). While conducting my PhD research, I became interested in how the legacies of avant-garde practices have become part of accepted, artistic practices in global contemporary art making practices. I questioned the ways in which contemporary South African artists’ use of found objects could be understood, other than as anti-art, since found objects have been part of art making practices longer than acrylic paint.
In the paper “Art History is Dead, Long Live Art History” I question what call for the decolonisation of university curricula imply for disciplines like art history which emerged at the time of colonial expansion and the categorising of knowledge that came with the enlightenment? I begin by briefly exploring the origins of the discipline, in order to create a platform from which to consider contemporary art history writing. I then consider the ways in which the decolonisation of the discipline could be understood as the end of art history. A reflection of some of the affordances and limitations of the rhetoric in which calls for decolonisation are framed, leads me to consider methods of writing art history that could be construed as acts of decolonisation. I conclude by suggesting that one way to decolonise the discipline is to foreground the author’s subjective voice when writing arts histories. Since this paper was published, I have continued investigating processes of interpretation and ways of writing arts' histories. In particular, I question what is an appropriate way to approach interpretation and write about African art that is relevant to our current socio-political context? My exploration is carried out through my approach to writing and what I choose to write about.
Art making as practice based research
Art making is a process of investigation, interpretation, and reification which often culminates in a presentation of artefacts to communicate to an audience. Eisner (2002) argues that in the art making process knowledge is created through representation, and each form of representation could be seen as an analytical lens with which to understand the world. Within this, art making is a means of expanding our world, echoing Mitchell’s point that” pictures are a way of world making, not just world mirroring” (Mitchell, 2005, p. xv).
The understanding of art making as a form of knowledge production informs my approach to research about art and my art making practice. In my work, theoretical research and art making are informed by and influence each other, since the impetus for the theoretical investigation was a response to dominant themes in my own artworks, and my next body of artworks will be informed by the theoretical findings of the research. In the past I have engaged in processes of making art works, which extend the ways in which I utilise found objects. When complete, the PhD research will help me extend my art making practice, and also assist me in contextualising my own art practice within historic and contemporary art discourse, making possible an interrogation of the ways in which the semiotic potentialities of found objects in contemporary artworks are inflected through my position as presented in my artworks. James Elkins (2009) has described this kind of creative research as one in which “the artist positions her scholarship so that it variously supports, modifies, guides, or enables her art practice” [2009:147].
Below is a full reference list of my publications, many of which can be downloaded from my ResearchGate profile.
ORCID ID: 0000-0001-9974-0268
Link to ResearchGate: https://www.researchgate.net/profile/Alison-Kearney
Accredited / Peer-reviewed Journal Articles
Kearney, A. (2024b) Hilaire Balu Kuyangiko’s Reverse Appropriation as Counter Discourse of African Art, African Arts, Winter 2024, 57 (4): 16- 27. ISI Accredited.
Kearney, A. (2022a) Infinite Mirror: Reflections on Wayne Barker’s Strategies of Appropriation. Critical Arts, Vol. 35 Issue 5-6: 196- 209. Available online: https://doi.org/10.1080/02560046.2021.2011346. ISI Accredited.
Kearney, A. (2021c) Beyond the Everyday: Subtle forms of resistance in the work of Usha Seejarim. Third Text, 35 (5). Available online: https://doi.org/10.1080/09528822.2021.1982187. ISI Accredited.
Kearney, A. (2017) Art history is dead; long live art history! de Arte 52 (3). London and Pretoria: Taylor and Francis and Unisa Press. Available online: http://dx.doi.org/10.1080/00043389.2017.1366096. DHET Accredited.
Kearney, A. (2016) Dismantling dichotomies: Alan Alborough’s material conceptualism, Image &Text, Issue 28, pages 59-75. Pretoria: University of Pretoria Press. ISSN-1020-1497. DHET Accredited.
Kearney, A. (2013) The framing of objects in Siopis’ Sympathetic Magic, de Arte 48 (2), pages 46- 62. Pretoria: Unisa Press. ISSN-0004-3389. DHET Accredited.
Chapters in accredited/peer-reviewed books
Dison, L. and Kearney, A. (2021a) Trends in teaching and learning research in South African schools, in Maringe, F. Ed. Systematic Reviews of Research in Basic Education in South Africa. Stellenbosch: SUN Media, pages 145- 166. [Dr Dison and I collaborated equally on this chapter. Dr Dison developed the analyses tool; Dr Kearney did the literature search; both authors reviewed all papers and wrote the chapter together].
Kearney, A. (2019) Trace and fracture: Legacies of the ‘readymade’ in contemporary South African art in Atteridge, J. and Rydstrand, H. Eds. (2019) Modernist Work: Labour, Aesthetics and the Avant-Garde. London: Bloomsbury.
Kearney, A. and Blanckenberg, L. (2015) Putting theory into practice: developing the Wits Art Museum Education resources in Nettleton, A.C.E. and de Becker, L. Eds. (2015) Activate / Captivate: Engaging the Wits Art Museum Collection, pages 65- 81. Johannesburg: Wits university press. [Kearney developed the education materials for children to use in the art museum, and developed the conceptual framework used to analyse the case study for the paper. Both authors did the analyses and wrote the paper together].
Chapters in non-peer reviewed books
Kearney, A. (2021b) ‘Confronting the Museum: Artists’ Interventions as Critique’ in Museum Futures, edited by Leonhard Emmerling, L. Gupta, L. Proença and M. Biwa. Austria: Turia and Kant, pages 472- 487.
Kearney, A. (2021a) ‘Materiality and Meaning’ in Seen, Heard and Valued: WAM Celebrates 40 Years of the Standard Bank African Art Collection, edited by Nettleton, A.C.E. and Charlton, J. Johannesburg: Wits Art Museum, pages 234-239.
Kearney, A. (2006) ‘The Unseen: A Visual Essay’ in Orr, M., Rorich, M and Dowling, F. (Eds.) The Wits Wonder Woman Book: Buttons and Breakfasts Johannesburg, Wits University Press.
Exhibition catalogues
Kearney, A. (2018) Beyond the Readymade Exhibition catalogue. Johannesburg, Wits Art Museum. (Peer reviewed).
Education Materials
Kearney, A. (2024d) Clive van den Berg: Porous Education Resource. Johannesburg, Wits Art Museum.
Bougaard, Kearney, A., Mogodjwa, K. (2024) Threading Through the Collections Education Resource. Johannesburg, Wits Art Museum.
Kearney, A. Edited by Charlton, J. (2023) Encounters with the (Im)material Education Resource. Johannesburg, Wits Art Museum.
Kearney, A., Charlton, J., Rankin-Smith, F., Nettleton, A.C.E., and Naran, K. (2022) TenX10: 100 Women and Gender Diverse Artists at WAM Education Resource. Johannesburg, Wits Art Museum.
Kearney, A. (2021c) Seen, Heard, Valued: An Education Resource About Art Collections and the Role of the Art Museum. Johannesburg, Wits Art Museum.
Kearney, A. (2019) Leeto: A Sam Nhlengethwa Print Making Retrospective Education Resource. Johannesburg, Wits Art Museum.
Kearney, A. (2018) Beyond the Readymade: Education Resource. Johannesburg, Wits Art Museum.
Kearney, A. (2017) Andy Warhol: Unscreened Education Resource. Johannesburg, Wits Art Museum.
Kearney, A. (2016) I Invented Myself: the Five Lives of Walter Battiss Education Resource. Johannesburg, Wits Art Museum.
Kearney, A. and Leyde, L. (2015) Beadwork, Art and the Body: Dilo tse Dintshi Education Resource. Johannesburg: Wits Art Museum.
Kearney, A. Edited by Blanckenberg, L. (2014) Doing Hair Education Resource. Johannesburg: Wits Art Museum.
Kearney, A. (2013) Ngezinyawo: Migrant Journeys Education Resource. Johannesburg: Wits Art Museum.
Other publications
Kearney, A. & Kennedy, C. (2024c) Learning with the Constitutional Court Art Collection, a short monograph for teachers and learners, that forms part of the Art & Justice: A Constitutional Court Art Collection series edited by Catherine Kennedy. Johannesburg: The Constitutional Court Trust.
Kearney, A. & Annemi Conradie-Chetty, (2022c) Editorial, Untold Stories: Material Narratives of Fragility, Grief and Healing ,de Arte, 57:3, 1-3. (We guest edited this issue).
Conradie-Chetty, A. & Alison Kearney (2022b), Editorial in Untold Stories: (Re-)narrativising the past in the present through visual artmaking, de Arte, 57 (2): 1-2. DOI:10.1080/00043389.2022.2145765 (We guest edited this issue).
Estelle McDowall, Leandra Koenig-Visagie, Leana van der Merwe, Obakeng Kgongoane & Alison Kearney (2021) Editorial, Speaking with Ghosts, de arte, 56 (1) 1-4, DOI: 10.1080/00043389.2022.2035122 (Kearney guest edited a themed section of this issue).
Kearney, A. (2020) In the world: Essays on Contemporary South African Art by Ashraf Jamal: A book review. de Arte 55 (1). London and Pretoria: Taylor and Francis and Unisa Press. Available online at https://doi.org/10.1080/00043389.2020.1721721
Kearney, A. (2014) Entry on Penny Siopis in the Benezit Dictionary of Artists, Oxford Art Online, http://www.oxfordartonline.com/public/book/oao_benz