Studies in Art Education vol:55 issue:4 pages:313-327
The paper reflects on an arts education practice in a community centre in Leuven (Belgium). Two researchers, situated in two very different social and geographical locations on the globe (Belgium and South Africa) interpret this practice from their diverse perspectives. As they discuss with each other, they move in a ‘transitional space’ and interrupt each other’s thinking and discover how they draw both on similar and diverging academic discourses yet vastly differing experiences and everyday realities. Exploring how they make sense of the initiative differently the conversation turns into dialogue – of the kind that leads to emerging new insights about public art and pedagogy, the often difficult process of dialogue across continents, and about how sites of experience can turn into unexpected sites of education and learning.