What is it about?

Creating teaching and learning opportunities about complex border issues is the subject of this instructional resource. The social practices of an artist collective called Borderland Collective share their experiences and recommendations for how to make exploring these issues something that everyone can participate in. Specific examples of social practice strategies are shared to highlight how educators can adapt and modify these suggestions for implementation into their own teaching and learning contexts.

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Why is it important?

Creating a culture where dialogue over debate is prioritized in and out of the classroom is an important part of promoting an inclusive teaching and learning environment. This instructional resource gives concrete examples of how this process of promoting dialogue can be nurtured through structured activities. We all have stories to share, and the social practices highlighted by Borderland Collective reveal how using pedagogical strategies can make these social learning interactions transformative.


What is social practice and why is it important to art education? I am eternally grateful to Harrell Fletcher from Portland State University's Social Practice Program, for sharing his current conception of what social practice is and can be for contemporary audiences to consider. I have always admired how social practice artists can make complex social issues accessible for diverse audiences and invites participants to contribute to the teaching and learning experiences. No one person's thoughts and ideas are privileged over others, which is essential for democratic and equitable interactions to unfold. Borderland Collective are exemplars at how art and education can promote learning by sharing stories. I was grateful for their support in capturing their thoughts and ideas on how theory can inform practice.

Maria de la Luz Leake
University of Nebraska at Kearney

Read the Original

This page is a summary of: The Social Practice of Borderland Pedagogies, Art Education, June 2019, Taylor & Francis,
DOI: 10.1080/00043125.2019.1602499.
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