Questions of justice and the legitimation of difference in visual arts degree examinations

This paper is concerned with questions of justice and the politics of difference in standards-based assessment for visual arts degree education. The questions and issues raised can apply equally to degrees in art and design, media arts, and other creative disciplines. Through engaging with poststructuralist modes of inquiry the study argues that degree curriculum and assessment strategies must bring questions of legislation to the fore, if and when justice is to be achieved, in the educational encounter.