The Precarious Pedagogy of Art Working the Museum’s Ruins

The inflecting intensity of artworks will be characterized as an affirmative critique of the archival objectives of the museum in the article that follows. It will be argued that the nuanced, vibrant materiality of art, the pedagogy that constitutes its aesthetic experience, enables ways of working out of the limits of the museum’s archival aspirations and determinations. By inflecting such definite archival objectives indefinitely, the evocative potentiality of art intensifies museum experiences as matters of thinking with and through precarity. A precarious museum affects differentiated ways of being and thinking with artworks inside and the world outside of its galleries and exhibitions as a coconstituted ecosystem. Considering the indeterminate condition of our times, such experiences with and through art in the museum are constitutive in generating immanent pedagogical potentialities for art education research and practice.