ABSTRACT
In this field report from a STEAM (science, technology, engineering, arts, and mathematics) study abroad programme, the author describes how students came to see collaboration-a key component of arts practice-as a buzzword, rather than a set of specific, tested, vital practices productive to a wide range of situations. The author argues that the arts have much to offer as a ‘mobile critical paradigm’ (the term is Kathleen Gallagher and Barry Freeman’s (2016)), particularly in interdisciplinary situations, but only if educators are exacting and purposeful as they define and employ collaboration as one of the arts’ most enduring lessons.
