such as a diploma, especially in areas where education is an expensive matter or where Art is considered a pastime for girls; high fees and loans; carrier and job opportunities etc. All those are certainly practical challenges for a more explorative understanding of Art Education.
a more contextual and tailored approach. Having experienced educational institutions Academy of Ramallah, Palestine), I could observe peculiar needs and social pressures, contextual to the socio-cultural milieu of the place. Those elements, and many others, are inevitably negotiating the design of an educational environment. duties as mothers and wife, justifying to extended families their commitment to contem-
what ever she fancy and lives openly her sexuality etc.
an educational journey that can, on the one hand, truly involve the students, and on the other, reach out to the local community.
Power is an educational system that divides us into subjects and subjected. Nevertheless, it is an educational system that forms us all, from the so-called ruling class all the way down to the poorest of us. That’s why everyone wants the same things and everyone acts in the same way”. (From “We Are All In Danger” - The last interview with Pier Paolo Pasolini by Furio Colombo 1st of November 1975)
Assuming that politics is an imaginative practice devoted to design social order and forms of co-existence, thus the relation between politics and aesthetics is indeed constantly reArt Education has certainly transformed, for instance from the Maestro/Apostle structure, based on the notion of the artist as genius, to interdisciplinary approaches and mutual learning structure, where the teacher embraces the role of mentor and tutor. The transformation
In a conservative political establishment, Art Education can represent a threat and therefore be submitted to censorship and rigid study programs, while, in a neoliberal environment, Art Education is sometimes bended under the umbrella of the Creative industry. The potential of Art Education can also be annihilated by the internationalism of a nomadic approach to education, for instance through residency programs or international
economy that sustain them. And to consciously negotiate with those boundaries is probably the challenge.
113