Abstract
This qualitative study explores the concept of “transpedagogy” in art education, a concept proposed by Pablo Helguera, a globally recognized socially engaged artist and educator. Transpedagogy explores the convergence of socially engaged art—a significant genre within contemporary art—and educational practice, emphasizing the pedagogical dimensions of artistic engagement. The study examines the “educational turn” in contemporary art that forms the foundation of transpedagogy, identifies its key characteristics from an educational perspective, and evaluates its significance for art education. Employing qualitative research methods, the study incorporates correspondence and interviews with Helguera, participant observation of his works, and analysis of his writings and published interviews. The findings reveal that Helguera’s concept of transpedagogy is deeply rooted in informal educational practices, such as museum education centered on audience experience, institutional critique, and principles of critical pedagogy. Transpedagogy addresses the limitations of traditional education by fostering critical thinking, self-directed learning, imagination, and diverse perceptual experiences among participants. By situating transpedagogy within the broader discourse of socially engaged art education, this research highlights its potential to expand the horizons of both art and education. It underscores the transformative possibilities of integrating participatory artistic practices with educational methodologies.
Presenters
Eunji J. LeeAssistant Professor, Art Education Program, Busan National University of Education, South Korea
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Socially Engaged Art Education, Participatory Art, Socially Engaged Art
