Abstract
Against the backdrop of a discussion of the educational turn in curating and the differences between teaching and curating, the chapter argues for a curatorial turn in education and highlights the curatorial aspects of teaching. Specifically it argues that it would be of value for teachers and educational scholars to think about discussions in the field of curating, for three reasons. The first is that curating involves a set of abilities and understandings important for navigating the media-saturated environment of the 21st century. The second is that curatorial scholarship explicitly addresses the question of criticality in the role of the curator. The third is that the question of the creation (or “interpellation”) of publics is being raised in curatorial scholarship, and shows new potential for this task in education.
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Notes
- 1.
For a good critique, see Pring (2004).
- 2.
Enwezor actually turned Documenta diasporic, involving Vienna, Berlin, New Delhi, St Lucia, and Lagos.
- 3.
A counterpublic is a public that differs from and opposes “the premises that allow the dominant culture to understand itself as a public” (Warner 2002, p. 81).
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Ruitenberg, C.W. (2015). Toward a Curatorial Turn in Education. In: Lewis, T., Laverty, M. (eds) Art's Teachings, Teaching's Art. Contemporary Philosophies and Theories in Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-7191-7_16
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