Ethics of Imagination: Generative Relations in Intercultural Visual Arts Education
Ethics of Imagination: Generative Relations in Intercultural Visual Arts Education

Summary/Abstract: Intercultural art education can activate generative relations for exploring what it means to be in and with the world through creative practices. This article explores how a sample of secondary school visual arts teachers conceptualise and embody interculturality in public schools across different regions of Chile. It questions whether the onto-epistemic grounds of the school system allow for diverse ways of being and knowing. Here, Indigenous onto-epistemes and posthuman theories are articulated as sensitive ways of activating relational responsibility. A/r/tography, an arts-based methodology, framed this research and theorisations about the curriculum, teacher interviews, classroom observations and photographic documentation. The findings reveal that educational policy, curricular and teacher-training limitations obstruct relational interculturality. Here, we propose an ethics of power, place and imagination to support students in creating transformative knowledge.

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