Institutional Transformations: Art, Education, and Social Space
Supporting Agencies
- EXPECT_ART. Exploring and Educating Cultural Literacy Through Art. (2024-2026). Programa Horizon Europe (HORIZON-CL2-2023-HERITAGE-01)
Abstract
119Hybrid practices between art and education not only facilitate the interconnection between these two fields but also reveal an interdisciplinary tension shaped by the institutional structures that frame them. In recent years, approaches that combine research, production, and context have emerged, promoting new forms of mediation and learning grounded in processes of mutual affectation. These developments respond to broader social and cultural transformations that require rethinking the relationships between both domains. Critical perspectives on institutional structures and on transdisciplinarity are central to this process, operating from within, from outside, or through the disruption of existing systems. The convergence of art, education, and social space —driven both by independent projects and by cultural policies— has generated hybrid models in which art works as a pedagogical tool and pedagogy becomes a platform for creative innovation. This process has not been spontaneous but rather the result of strategies aimed at fostering more inclusive and dynamic forms of institutionality. In this way, the interaction among these three spheres not only redefines their boundaries but also actively contributes to social transformation, generating learning environments that are more critical, participatory, and attuned to contemporary realities.
Downloads
-
Abstract400
-
pdf (Español (España))172
References
Antón, R. - Colaborabora (2012). Una posibilidad para-desde donde operar en relación con la categoría arte. En (auotor); Porres, A.(dir.) (2012). Mecanismes de Porositat. Interseccions entre art, educació i territori. ACVic-Eumogràfic.
Art i Escola (s.f.). https://www.artiescola.cat/ca/
Beck, U. (2002). Libertad o capitalismo. Conversaciones con Johannes Willms. Barcelona: Paidós.
Belfiore, E. (2021). Who cares? At what price? The hidden costs of socially engaged arts labour and the moral failure of cultural policy. European Journal of Cultural Studies, 25(1), 61–78. https://doi.org/10.1177/1367549420982863
Bòlit Mentor (s.f.). https://web.girona.cat/bolit/educa/bolit-mentor
Cheang, S., & Suterwalla, S. (2020). Decolonizing the Curriculum? Transformation, Emotion, and Positionality in Teaching. Fashion Theory, 24(6), 879–900. https://doi.org/10.1080/1362704x.2020.1800989
En Residència (s.f.). https://www.enresidencia.org/
Fernández Gonzalo, J. (2011). Filosofía zombi. Barcelona, Anagrama.
Foucault, M. (2012), Vigilar y castigar: Nacimiento de la prisión. Biblioteca Nueva.
Giroux, H. (2005). Border crossings. (2 Ed.). Routledge
Groys, B. (2009). Education by infection. En Madoff, H. Art School (Propositions for the 21st. Centrury) (p. 25-32). MIT Press.
Gutiérrez, L., & Creekmore, M. (2013). Cultural Institutions and the Arts. Encyclopedia of Social Work. https://doi.org/10.1093/acrefore/9780199975839.013.97
Habitació 1418 (s.f.) https://www.cccb.org/es/actividades/ficha/venga-monjas-last-risas/231824
Helguera, P.; Hoff, . (2011). Pedagogia no campo expandido. Bienal do Mercosul.
Helguera, P. (2010). Notes Toward a Transpedagogy. Em Art, Architecture and Pedagogy: Experiments”, en ERLICH, K. (ed.). Learning. Viralnet.net
Holmes, B. (2006). Extradisciplinary Investigations. Towards a New Critique of Institutions. En Do you remember institutional critique? https://transversal.at/transversal/0106/holmes/en
Holmes, B. (2008). Investigaciones extradisciplinares. Hacia una nueva crítica de las instituciones. En VV.AA. (2008). Producción cultural y prácticas instituyentes. Líneas de ruptura en la crítica institucional. Traficantes de Sueños, pp. 205.
Hodgson, G. M. (2011). ¿Qué son las instituciones?. Revista CS, (8), 17-53. https://doi.org/10.18046/recs.i8.1128
Idensitat (2017). Espacios Zombi – Tamporalidades Urbanas (en línea) https://www.idensitat.net/es/espacios-zombi/1346-espacios-zombi-temporalidades-urbanas
Johnson, S. (2003). “Sistemas emergentes”. Fondo de Cultura Económica.
Klein, J.T. (2017). Typologies of interdisciplinarity. En Frodeman, R.; Klein, J.T., Dos Santos, R.C. (Ed.) (2017). The Oxford Handbook of Interdisciplinarity. Oxford University Press
Krauss, R. (1986). La escultura en el campo expandido. En FOSTER, H. (ed.)(1986). La posmodernidad. Kairós.
Luhmann, N. (2000). Art as a Social System. Stanford University Press.
Luhmann, N. (2004). Sociedad y sistema. La ambición de la teoría. Planeta.
Macaya A.; Valero E. (2022). Confluencias creativas. Un análisis interpretativo de las colaboraciones entre artistas y centros educativos. Arte, Individuo y Sociedad, 34(1), 295-315. https://doi.org/10.5209/aris.73872
(Autor). (año). Entre art i educació. Institucions híbrides, pràctiques experimentals i territoris per definir. En Acaso, M., Bosch, E., Carbó, G., Centelles, J. et all. Més enllà del binomi cultura i educació: aproximacions des de l’àmbit local. Barcelona: Diputació de Barcelona.
(Autor).; Porres, A. (Dir.) (año). Mecanismes de Porositat. Interseccions entre Art, Educació i Territori. ACVic-Eumogràfic.
(Autor).; Moliner, M. (año). Assemblearisme i Art. En Estat de la Cultura i les Arts 06_2018. pp. 85-93. Consell Nacional per la Cultura i les Arts.
Radiació+++ (s.f.). https://www.lapanera.cat/es/programas-publicos/radiacio-1
Rancière, J. (2003). El maestro ignorante. Cinco lecciones sobre la emancipación intelectual. Barcelona: Editorial Laertes.
Rogoff, I. (2011). El Giro. Arte y Políticas de Identidad, 4, 253–266. https://revistas.um.es/reapi/article/view/146111
Rogoff, I. (2008). Turning. e-flux journal # 0, november 2008. https://www.e-flux.com/journal/00/68470/turning/
Rutherford, J. (2003). Categorías zombis: Entrevista a Ulrich Beck. En Ulrich Beck y Elisabeth Beck-Gernsheim, La individualización. El individualismo institucionalizado y sus consecuencias sociales y políticas. Barcelona: Paidós.
Sancho-Gil, J. M., & Hernández-Hernández, F. (2018). La profesión docente en la era del exceso de información y la falta de sentido. Revista de Educación a Distancia (RED), 18(56). https://revistas.um.es/red/article/view/321491
Sandra T. & Wouter H. (2015). Art in transition. Manifesto for participatory art practices. De¯mos & CAL-XL.
Santiago Muñoz, A. (2017). La sociedad de control: una mirada a la educación del siglo XXI desde Foucault. Revista de Filosofía, vol.73. http://dx.doi.org/10.4067/S0718-43602017000100317
Sanz, T., & Rodriguez-Labajos, B. (2021). Does artistic activism change anything? Strategic and transformative effects of arts in anti-coal struggles in Oakland, CA. Geoforum, 122, 41–54. https://doi.org/10.1016/j.geoforum.2021.03.010
Schwittay, A. (2023). Teaching critical hope with creative pedagogies of possibilities. Pedagogy, Culture & Society, 33(1), 1–19. https://doi.org/10.1080/14681366.2023.2187439
Simon, N. (2010). The Participatory Museum. Museum ZO. https://participatorymuseum.org
Stoller, A. (2020). A Case for Critical Interdisciplinarity: Interdisciplinarity As Democratic Education. En Issues In Interdisciplinary Studies, Vol. 38 (1-2), Spring / Fall 2020
Universidad Nómada (2008). Prototipos mentales e instituciones monstruo. Algunas notas a modo de introducción. En Transversal: Instituciones Monstruo https://transversal.at/transversal/0508/universidad-nomada/es
Villa, Manuela. (2017). Experimentos de institucionalidad híbrida. En VV.AA (2017). Ni arte ni educación. Una experiencia en la que lo pedagógico vertebra lo artístico. Comunidad de Madrid - Matadero Madrid.
VV.AA. (2008). Producción cultural y prácticas instituyentes. Líneas de ruptura en la crítica institucional. Traficantes de Sueños.
Wali, A., & Collins, R. K. (2023). Decolonizing Museums: Toward a Paradigm Shift. Annual Review of Anthropology, 52(1), 329–345. https://doi.org/10.1146/annurev-anthro-052721-040652
Zona Intrusa (sf). http://www.mataroartcontemporani.cat/posts_projectes/zona-intrusa/
Copyright (c) 2026 Servicio de Publicaciones de la Universidad de Murcia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Works published in this journal are subject to the following terms:
- The Service of Publications from the University of Murcia (publishing house) keeps the published works’ copyrights, and favors and allows the reuse of these works under the license indicated in point 2.
- Works are published in the journal’s online edition under the license Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España(texto legal). They can be copied, used, disseminated, transmitted and publicly exhibited, as long as: i) the author and original source of publication are cited (journal, publishing house and work’s URL); ii) they are not used for commercial purposes; iii) the existence and specifications of this license are mentioned.
3. Conditions for auto-file. It is allowed and encouraged that authors share electronically their pre-print version (the pre-reviewed version) and /or post-print version (the reviewed and accepted version) of their Works before the publication, since it promotes its circulation and dissemination. RoMEO color: green.
