Sensory bodies, technologies and critical boundary work in art education.
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| Title: | Sensory bodies, technologies and critical boundary work in art education. |
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| Authors: | Bertling, Joy G.1 (AUTHOR) jbertlin@utk.edu |
| Source: | International Journal of Education through Art. Jun2026, Vol. 22 Issue 2, p159-163. 5p. |
| Subject Terms: | *Art education, *Critical theory, Digital technology, Body schema, Practice theory (Social sciences), Power (Social sciences) |
| Abstract: | Art and design education discourse is replete with boundary references, many of which concern the need for dynamism and interference, as in dissolving, disrupting or traversing boundaries. The field also has occupied itself with some of the protective and enabling functions of boundaries, such as respect for planetary boundaries. This issue's contributions magnify these varying capacities of boundaries and their enactments in specific contexts. Several articles specifically attune to borders that materialize as student artists and art educators enter into sensorial, embodied encounters with materials and digital technologies. In approaching this issue, I would encourage readers to conceptualize boundaries as (1) politically laden, and, thus, enmeshed in the reproduction of inequalities; but also (2) 'inherently ambivalent' in being capable of both constructing or counteracting power asymmetries. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Education through Art is the property of Intellect Ltd. 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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| Abstract: | Art and design education discourse is replete with boundary references, many of which concern the need for dynamism and interference, as in dissolving, disrupting or traversing boundaries. The field also has occupied itself with some of the protective and enabling functions of boundaries, such as respect for planetary boundaries. This issue's contributions magnify these varying capacities of boundaries and their enactments in specific contexts. Several articles specifically attune to borders that materialize as student artists and art educators enter into sensorial, embodied encounters with materials and digital technologies. In approaching this issue, I would encourage readers to conceptualize boundaries as (1) politically laden, and, thus, enmeshed in the reproduction of inequalities; but also (2) 'inherently ambivalent' in being capable of both constructing or counteracting power asymmetries. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17435234 |
| DOI: | 10.1386/eta_00240_2 |
