On practising politicized practice: What do we learn?

In this article, which introduces the second of two Special Issues on the theme of ‘politicizing artistic pedagogies’, we turn our attention to the practice and practising of artistic pedagogies. This issue’s emphasis is on presenting versions of pedagogical practice that perform politicizing modes of engagement. Accordingly, the issue and this introductory essay build on the understanding of art, politics and pedagogy outlined in the introductory essay from the first Special Issue (Volume 10, Issue 2 of Art & the Public Sphere). At the same time, the below discussion departs from our collaborations, which was the focus in the introduction to the first Special Issue, to consider our individual attempts at performing pedagogy via situated politics. For instance, Mel’s recent project as part of the Partisan Social Club, How to Talk to the City: Public Interventions and Observations in the Practice of Art and Ethnography, and Ian’s work with students on novel methods for engaging with the contested concept of ‘Europe’. These ‘projects’ are not evaluated from the point of view of the participants/students, although the interactions between us and them are discussed. Thus, our rationale for including them in this essay is to forefront our pedagogical strategies and what this means for our attempts at politicizing practice; they are not case studies in a traditional ‘teaching techniques’ sense. Finally, we briefly introduce the articles that comprise the Special Issue.