ABSTRACT
Learners of all ages draw on myriad representational resources in their lived lives. In this chapter I present a case for understanding these resources as incorporating aesthetic devices, particularly in relation to critical contemporary art practices. In doing this, I identify what I have always thought of as a ‘longing for’ that exists between the multimodal and the wide-ranging practices present in contemporary art, and, importantly, the pedagogical possibilities often present in these practices. In making this argument, the chapter aims to open up a conversation between formal school and the host of other spaces of teaching and learning.
