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The Radical Pedagogical Imagination of Collapse: Refusing Art Education as Prestige Property.

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Title: The Radical Pedagogical Imagination of Collapse: Refusing Art Education as Prestige Property.
Authors: Wolfgang, Courtnie N.1 cwolfgan@risd.edu, Sions, Hannah K.2
Source: Journal of Social Theory in Art Education. 2025, Vol. 44, p92-106. 15p.
Subject Terms: *Art education, *Arts education, *Imagination, Social institutions, Investors, Art
Abstract: Halberstam's (2022) aesthetic and semiotic reimagining of collapse explores the concept of prestige property- a property that has been designed to suit the desires of investors, architects, and designers, not the needs of those inhabiting the spaces. In this article, we discuss the aesthetics of collapse as Halberstam defines them, extrapolating his examples and providing what might be understood as "(arts) educational collapse." We employ Halberstam's concept of the prestige property as a metaphor for the arts and education: that formal educational spaces in the United States of America are prestige properties, created for political and social desires of oppression and control and not for LIVING, and therefore are spaces destined/designed for collapse. We discuss art education's destiny with collapse, or collapsing, and the semiotic shift from an understanding of collapse as an ending point to one where the challenges of collapse are met not through reform and repair of spaces deemed "uninhabitable" but through refusal: a refusal of spaces as uninhabitable. This refusal requires a radical imagination, or "the ability to imagine the world, life, and social institutions not as they are but as they might otherwise be" (Khasnabish & Haiven, 2014). The authors look to the arts to signal pathways through the challenges of collapse. How does one activate a radical pedagogical imagination of collapse as imminent, fruitful, and hopeful? [ABSTRACT FROM AUTHOR]
Copyright of Journal of Social Theory in Art Education is the property of Journal of Social Theory in Art Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Social+Theory+in+Art+Education%22">Journal of Social Theory in Art Education</searchLink>. 2025, Vol. 44, p92-106. 15p.
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  Data: Halberstam's (2022) aesthetic and semiotic reimagining of collapse explores the concept of prestige property- a property that has been designed to suit the desires of investors, architects, and designers, not the needs of those inhabiting the spaces. In this article, we discuss the aesthetics of collapse as Halberstam defines them, extrapolating his examples and providing what might be understood as "(arts) educational collapse." We employ Halberstam's concept of the prestige property as a metaphor for the arts and education: that formal educational spaces in the United States of America are prestige properties, created for political and social desires of oppression and control and not for LIVING, and therefore are spaces destined/designed for collapse. We discuss art education's destiny with collapse, or collapsing, and the semiotic shift from an understanding of collapse as an ending point to one where the challenges of collapse are met not through reform and repair of spaces deemed "uninhabitable" but through refusal: a refusal of spaces as uninhabitable. This refusal requires a radical imagination, or "the ability to imagine the world, life, and social institutions not as they are but as they might otherwise be" (Khasnabish & Haiven, 2014). The authors look to the arts to signal pathways through the challenges of collapse. How does one activate a radical pedagogical imagination of collapse as imminent, fruitful, and hopeful? [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Social Theory in Art Education is the property of Journal of Social Theory in Art Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Art education
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      – SubjectFull: Arts education
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      – SubjectFull: Imagination
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              Text: 2025
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