This article explores a phenomenology of joyful experimentation in art education through a series of pedagogical flashpoints. Flashpoints are educational moments when implicit knowledge carried in the body suddenly appears and makes itself part of conscious experience, often in shocking, disturbing, traumatic ways. In this article, we offer another possibility for exploring the educational value of flashpoints with a shift toward a postcritical orientation that considers the role of art education in facilitating these pedagogical moments. By using a postcritical approach that emphasizes joyful moments of collective liberatory efforts, our intention is to acknowledge the force of structural inequalities while also highlighting how art education can create solidarity with joyful acts of collective empowerment and experimentation in these radically dystopian times.
Pandemics are rarely experienced in anyone’s lifetime, but events of such scope are not uncommon in the larger map of human social history (Quammen, 2012 Quammen, D. (2012). Spillover: Animal infections and the next human pandemic. Norton. [Google Scholar]). A health crisis triggered by the outbreak and rapid spread of the SARS-CoV-2 novel coronavirus rippled across the globe from 2020 to 2022, in a paroxysm of disruptions to all normality to which most individuals had become accustomed in their daily living. But there is always something to be learned from such events that stop us in our tracks, catapult us into the unknown, and heave us unceremoniously atop the wreckage of all we have ever known. After a disaster strikes, gathering ourselves for the cleanup and recovery requires perspective. A global pandemic. An environmental catastrophe. A personal failure. How do we gather ourselves and make something from a pile of nothing?
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