Abstract
Inspired by Helguera’s (2010, 2011) ‘Education as Art’ and the para-curatorial theories of McDowell (2016) and Hoffmann (2011, 2013), this research introduces the para-pedagogical, my new neologism that reimagines the role of arts-rich pedagogies within cultural institutions. While the ‘para’ in para-curatorial is often perceived as ‘lesser than’ (Hoffmann, 2011, 2013; McDowell 2016), the ‘para’ in the para-pedagogical liberates pedagogy by freeing it from the constraints of exhibitions. This autonomy enables pedagogy to align with institutional missions and move with its own intentionality, positioning the para-pedagogical as a transformative framework for the GLAM sector to act as engines of innovation and social participation. By fostering sustainable, community-centered approaches, it empowers institutions to respond flexibly to evolving societal needs. The para-pedagogical reclaims education as a critical, relational practice driven by it’s own intentionality, it emphasises slow, dialogical, and situated formats that nurture shared knowledge and material entanglements both with and beyond the institutional frame. By prioritising storied, embodied learning experiences, the para-pedagogical supports GLAM institutions in creating inclusive spaces for collaboration and dialogue. Aligned with the Reggio Emilia approach, the para-pedagogical prompts reflective questions such as, ‘Who am I working for today?’ and ‘What opportunities are we hoping to afford?’ (Alkhudhair, 2014). Through productive agitation (Smith, 2024), it fosters intellectual and ecological resilience, enabling institutions to decentralise knowledge systems and embrace non-Western and more-than-human epistemologies. The para-pedagogical transforms GLAM institutions into vital sites of social participation, advancing sustainability and equitable, innovative futures.
Presenters
Lleah SmithCultural Experiences Public Programs and Learning Lead, Programs and Learning, Govett Brewster Art Gallery/ Len Lye Centre + Puke Ariki Museum & Libraries, Taranaki, New Zealand
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CURATORIAL PRACTICE, RADICAL PEDAGOGY, SOCIALLY ENGAGED ART, NEW INSTITUTIONALISM
