ABSTRACT
This chapter first contextualises the interest in integration in education discourse and practice and highlights the position of art and design within this. As well as proposing what integration means for critical and contextual studies (CCS) in art and design, it also offers some insight into the perceived value of integration in general education discourse. The chapter then introduces sociological, philosophical and psychological approaches to knowledge. These approaches provide a range of ways of conceptualising integration and thus of organising CCS. The 'integration' of knowledge and subject identities inside and outside the formal education institution is significant. Integration can lead to art and design becoming a service provider, a device to support learning in other subjects or a tool through which other subjects are taught. The chapter further provides some examples of models of integration in practice, drawing on both the notions of integration as technique and integration as philosophy and attitude. Beane and Jacobs are central to this discussion.
