This article explores the potential of public art pedagogy to co-construct imaginative spaces in pre-service teacher education.
Based upon a collaborative venture between two professors and an arts-based educational organization, this paper describes and analyzes key features and relations that were influential in transforming the response of a resistant professor and students.
The results reveal that at least five thematic ingredients were influential in designing an education event with public art that promoted the generation of imaginative inquiry in teacher education: a base of trust; a naturalistic encounter; the choice to “shake-it-up”; a jolt of awareness; and a longer shelf-life.
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