Educational theorist Gert Biesta proposes that we need to be “in the world without occupying the centre of the world.” (2017, p. 3). This injunction provides a frame with which to interrogate the hybrid practice of ecoart. This practice can be characterised by a concern for the relations of living things to each other, and to their environments. Learning in order to be able to act is critical. One aspect is collaboration with experts (whether those are scientists and environmental managers or inhabitants, including more-than-human). Another is building ‘commons’ and shared understanding being more important than novelty. Grant Kester has argued that there is an underlying paradigm shift in ‘aesthetic autonomy’, underpinned by a ‘trans-disciplinary interest in collective knowledge production’. (2013, np). This goes beyond questions of interdisciplinarity and its variations to raise more fundamental questions of agency. Drawing on the work of key practitioner/researchers (eg Jackie Brookner, Collins and Goto Studio, Helen Mayer Harrison and Newton Harrison) and theorists (Kester, Kagan) the meaning and implications of not ‘occupying the centre of the world’ will be explored as a motif for an art which can act in public space.
Citation
FREMANTLE, C. 2020. The hope of something different: eco-centricity in art and education. The journal of public space [online], 5(4): art and activism in public space, pages 67-86. Available from: https://doi.org/10.32891/jps.v5i4.1385
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Make cities and human settlements inclusive, safe, resilient and sustainable
Take urgent action to combat climate change and its impacts
Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
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