Artist‐Teacher Practices as Sites of Peace ‘Making’

Artist‐teacher practices are important sites of peace ‘making’. This paper examines the importance of autoethnographic work for opening spaces of dialogue and dissensus in learning. Engaging in autoethnographic practices is an important part of knowing the self. Crucially, as educators, knowing the self and learning how to know the self becomes an essential part of engaging in and with our relationship with others. Bringing our work and practices into the world, sharing them as educators and finding ways to express them can be powerful ways of understanding how we see, navigate and understand the world amongst and with others. The aim of this paper is to highlight the importance of autoethnographic artistic work, the role of speculative pedagogies for thinking with peace education. The paper considers the relationship between these areas and the value of drawing them together. The paper uses illustrative autoethnographic examples from the author's own practice and investigation of landscape to illustrate connections and new openings and possibilities.