The relationship between art and education has a long history during which it has acquired various forms that, far from following each other in a linear sequence, coexist and hybridize. Thus, we find different currents in education that advocate the inclusion of art in general schooling with the purpose of fostering personal, intellectual, moral, social (and, of course, professional) development. Furthermore, there have also been artistic projects undertaken in cooperation with certain groups, in which it is possible to perceive an educational dimension, at least from the 1970s onwards, manifesting in forms of community, relational, collaborative or activist art, among others.
More recently, we have witnessed the development of a hybrid terrain between art and education that has facilitated the convergence of the two fields. Since approximately the beginning of the new millennium, the term “educational turn” has become increasingly used to refer to a series of artistic and curatorial practices that take education as a discursive and action paradigm and which are acknowledged by the Art institution. We also detect an increase in the term “mediation”, both to broaden the register of education and to lay claim to this space from practices such as curating.
With respect to these debates, the next issue of Artnodes coordinated by Aida Sánchez de Serdio proposes to open a window of reflection on these experimental, hybrid connections between art and education, exploring both their possibilities and their limits and paradoxes, and also their multiple lineages and political misalignments. The lines of debate proposed for contributions are:
1. Terminological debates concerning areas in which education, art and curating share common ground. Contributors are invited to explore the emergence of the various notions that have been developed to describe this hybrid space (“educational turn”, “mediation”, “self-education”, etc.). . This would include, for example, an investigation of the possible lineages of these terms that challenge their hegemonic versions, and also the paradoxes created both by their discursive argumentation and their practical development, or the problematization of specific cases, etc.
2. Organizational, institutional and political contexts of the relationship between art and education. Beyond a conceptual argumentation of the connections between art and education, here it is proposed to open a discussion on the implications and problems of the institutional relationships present in frontier practices between art and education, including negotiations and power relationships between stakeholders, analysis and institutional criticism, the frameworks of cultural policies, the material conditions of cultural work, etc.
3. Relationships between education, art and research. This line entails developing theoretical reflections or discussing specific cases that highlight the epistemological dimensions of the interchanges between art and education. It includes discussing what can be understood as knowledge production in this context, the criticisms that, as a result of this cross-linking, may be made of the Eurocentric, logocentric and heteropatriarchal epistemologies, etc.
4. New corporealities, performativity and gender. In this case, an invitation is made to discuss proposals for art and education that activate modes of action and reflection that are linked to the body, the problematization and deconstruction of the notions of sexuality and gender, or the exploration of the performative nature of presupposed identities and categories, ultimately leading to an epistemological questioning similar to the previous line.
We invite authors to submit articles of no more than 5,000 words in Spanish, Catalan or English before April 1, 2016 through the form available on the website. We therefore recommend to follow carefully the guide for authors available on the website of the magazine, and if I had any questions contact directly with publishers.
Artnodes is an open-access academic journal produced by the UOC since 2002. It is published twice a year in June and December. Its articles come from public calls for papers and undergo double-blind peer review. You can find more information on the journal’s indexing and ranking from the corresponding section of the website.