Ashleigh Janis

9.16 Sensorial A-r-tography: Walking with Public Art through Unexpected Territories (Panel) – virtual

Chair:

Elly Yazdanpanah – The University of British Columbia, Vancouver, Canada - virtual

Panellists:

Ashleigh Janis – The University of British Columbia, Vancouver, Canada – virtual

Xi Chen – The University of British Columbia, Vancouver, Canada

Rita Irwin – The University of British Columbia, Vancouver, Canada – virtual

Koichi Kasahara – Tokyo Gakugei University, Japan

Anita Sinner – The University of British Columbia, Vancouver, Canada

Abstract:

In this panel, we will present seven provocative visual essays that explore the convergence of art, pedagogy, and public art in relation to space through the lens of a-r-tographic practices. The collection of visual essays examines how public art engages with diverse geographies, socio-cultural contexts, and pedagogical practices, creating “unexpected territories” that challenge conventional approaches to art education. Central to this issue is the notion of “geographies-in-relation,” where artists, educators, and researchers embrace experimental and speculative inquiries that push boundaries of public art, expanding it from static articulation to dynamic, relational experiences. By employing a-r-tography, the contributors delve into critical themes such as anti-racist and decolonial education, cultural memory, queer identity, and the politics of public spaces. Adopting walking as a mode of inquiry, these engagements uncover hidden curricula within public art and reveal how art operates as a vibrant force for addressing social inequities, fostering collective memory, and challenging dominant narratives. Through engagements with spaces – from urban intersections to natural landscapes – the essays illuminate the potential of public art to act as a transformative pedagogical implement, bridging private and public spheres while fostering inclusivity, equity, and decolonial approaches in art education. By embracing the fluidity and overlapping nature of a-r-tographic practices, this issue reimagines public art as an essential component of a socially engaged, responsive, and resilient educational framework. The initiatives challenge educators to reconceptualize their pedagogical approaches, inviting them to engage with public art as a means of fostering embodied, meaningful learning experiences that acknowledge the diverse, more-than-human world we inhabit.