Abstract
This chapter explores the pedagogical significance of a socially engaged art project that took place in Española, New Mexico in 2014. This project, which was realized over the course of six weeks, is part of a larger growing collective effort to revitalize the ecological and cultural commons in the region. The first part of this chapter provides a brief discussion of US enclosure of native land and resources, the expansion of global capitalism and the rise of the global food system, and illustrates their connections to the environmental degradation of the region and the current prevalence of hunger and food insecurity in Española. After providing this larger context, the chapter then moves on to a richer description of Till and through analysis of interviews with key participants in the project, reflects on the pedagogical insight the project can offer for understanding the pedagogy of (re)building the common(s) in Española.This chapter argues that Till created a platform whereby participants monetarily experienced different ways of being and engaging with one another. Furthermore, it allowed for the development of a meaningful sense of their agency to act in the world, individually and collectively. The chapter concludes with a discussion of some limitations of the project, as well as some broader questions around theorizing about the common as a collective political project.
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Gautreaux, M. (2017). Revitalizing the Common(s) in New Mexico: A Pedagogical Consideration of Socially Engaged Art. In: Means, A.J., Ford, D.R., Slater, G.B. (eds) Educational Commons in Theory and Practice. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-58641-4_14
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