Organised around ten theses, this two-part essay sustains that art education’s viability comes from the autonomous specificity of art and the singularity of education. It rejects schooled art while it asserts art as a form of unlearning. As unlearning, art education is an agôn where pedagogy ties desire to knowledge. This reveals the fallacy of education as a system of coherent necessities. Art’s autonomy means that art emerges and approaches the world as a dialectical state of affairs, where art and education become moments of hegemony. Yet hegemony will only prevail if its contingent conditions are preserved within a universality of particulars. This is only attained when art and education are sustained as empty signifiers that reject the myths of measure and correspondence.
|Title of host publication||What is Art Education? After Deleuze & Guattari|
|Place of Publication||New York|
|Number of pages||74|
|Publication status||Published - 2017|
|Name||Education, Psychoanalysis, and Social Transformation|