Christiana Deliewen Afrikaner

Exploring Transdisciplinary Boundaries: Art as a Catalyst for Encountering and Engaging with Unexpected Territories in Contemporary Society (paper)

Christiana Deliewen Afrikaner – AfrAA Namibia, Namibia

Abstract:

This paper investigates the ability of art to guide participants into uncharted territories, emphasizing its role as an invitation to engage with the unfamiliar, the transformative, and the thought-provoking. Traditionally, art has been viewed primarily as a reflection of reality; however, this study argues that art transcends mere representation, functioning as a portal into unexpected psychological, cultural, and existential realms. Participants are encouraged to explore perspectives and emotional landscapes that extend beyond their immediate experiences within these spaces. Through the engagement with visual, literary, and performative art forms, this paper examines how art disrupts established norms and creates pathways to new understandings. Grounded in aesthetics and cultural studies, the paper investigates how artistic expression compels audiences to confront ambiguity, complexity, and difference. This encounter with the unknown facilitates the reframing of conventional ideas and prompts a renegotiation of self and world, inviting participants to navigate diverse and sometimes unsettling experiences. Through case studies of artists who challenge social norms and interrogate dominant narratives, this study illustrates how art serves as a platform for intercultural dialogue, empathy, and the reimagining of identity. These artists act as cultural navigators, using their work to bridge gaps between cultures, amplify marginalized voices, and inspire shifts in perception. Additionally, this paper explores how art stimulates cognitive engagement with abstract and symbolic forms, enabling audiences to process unfamiliar ideas and emotions. By offering novel sensory, intellectual, and affective experiences, art encourages audiences to embrace complexity and cultivate a greater openness to diversity. Ultimately, this study posits that the power of art lies in its ability to invite exploration into unexpected territories, fostering intellectual and emotional growth, expanding cultural awareness, and promoting a more inclusive and interconnected understanding of the human experience in an ever-evolving world.

Art Education as an Inclusive territory: enabling equity, accessibility, collaboration and community in Art Education (Panel)

Chair: Christiana Deliewen Afrikaner – AfrAA Namibia, Namibia

With:

Sahar Kahlil – Helwan University, Egypt

Attwell Mamvuto – University of Zimbabwe, Zimbabwe

Merna Meyer

Welcome Moloi – North-West University, South Africa – attending virtually

Emmanuel Mutungi

Abstract:

Influenced by continental policies, African arts education is evolving as a tool for inclusivity, cultural preservation, and socioeconomic progress. Spearheaded by the African Union (AU) through initiatives such as Agenda 2063, arts education policies are positioned as integral to achieving a “cultural renaissance” that unifies African identities and promotes regional pride. Agenda 2063 highlights the need for a thriving creative economy, urging member states to support the growth of creative industries, which drives job creation and entrepreneurship. Through collaboration with UNESCO’s “Strengthening the Creative Economy” program, the AU aims to strengthen arts education frameworks and facilitate resource-sharing among African countries, enhancing accessibility to quality arts education across the continent. Panellists will unpack different territories the continent is facing including inclusivity, educational programs such as museology that reflect African diversity and shifting curriculum designs that accommodates informal life-long learning. Inclusivity remains central to these policies. Gender-sensitive approaches seek to increase girls’ participation in creative fields like digital arts and animation, breaking down stereotypes and expanding career options. Additionally, policies increasingly advocate for art education access for students with disabilities, ensuring an inclusive environment that enables all students to engage in artistic learning. Moreover, regional and international exchange programs foster cultural exchange, exposing students to diverse artistic traditions and broadening educational perspectives. Challenges to policy implementation persist, particularly in resource allocation and infrastructure. Many African countries struggle with limited budgets and lack the infrastructure to support robust arts education, highlighting the importance of national-level commitment to these continental frameworks. The AU’s emphasis on cooperation among member states underscores the need for shared resources and expertise to bridge disparities in African arts education quality. Continental policies thus lay a foundation for art education to act as a transformative force for social inclusion, cultural heritage preservation, and economic empowerment. However, success hinges on collaborative, consistent efforts at both continental and international level.