Fieldnotes from the Edges of Higher Arts Education

This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching. Against the backdrop of AI acceleration, pandemic responsiveness, forced migration, genocide, and socio-political upheaval, our ability to reconfigure the practice of knowledge-making in ways that matter becomes central to our ability to imagine and enact sustainable, different futures. Based on a highly successful postgraduate course which pioneered new ways of exploring themes in arts and education research, the book takes a diffractive approach to (re)thinking curriculum and pedagogy for urgent times. Highly novel in approach, the focus on multiple registers and multiple ways of knowing demonstrated in the chapters make this a unique and creative contribution to the scholarship. Chapters stay with the trouble designing pedagogies that encourage epistemic change from within a curriculum, foregrounding, relationality, justice-to-come, and posthuman pedagogies. Chapter Orientations guide the reader through each essay to create a grounded and situational understanding of the themes explored. Ultimately providing a space to critique and progress postgraduate-level pedagogy and curriculum in arts education, this book will be of use to scholars, postgraduate students, researchers and curriculum designers involved in higher education, arts education, a
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