Abstract

In this contribution, Sharon Todd moves beyond the bounds of what she calls “strong” instrumentalism (one that posits education in a mechanistic fashion and operates politically through a marrying of national educational policies with economic interests) and explores the intrinsic purpose of educational practice specifically through an aesthetic lens. Todd considers how two art projects by the feminist art collective Sisters Hope offer a way of theorizing instrumentalism in a “weak” sense — that is, an instrumentalism that sees pedagogical practices not in terms of social function, but as that which gives form to specifically educational (not social or economic) ideas. She does this by drawing parallels between education and art as fields of practice, informed by notions of experience, relation, and formation/transformation. Drawing on John Dewey's aesthetics and Nicolas Bourriaud's relational aesthetics, Todd argues how these notions are central to an understanding of “weak” instrumentalism in education.