Sensing Sideway

There is a burgeoning field of artist-led pedagogic practices in the Asia Pacific region that employ forms of shared knowledge production in the public realm as a core ethical responsibility of creative and scholarly work.From community-led archives to public learning, collective studying to public art interventions, and collective approaches to art-making and knowledge production, the range of contexts from which these artist-led public pedagogies arise directly influence their form and the way they are encountered.These artist-led forms for encounter and exchange can engage publics by challenging hegemonies, critiquing power, and engaging communities in civil dialogue about urgent local concerns.As forms of public pedagogy, these practices often value collective approaches over the individualism prevalent in Western art education (KUNCI, 2020a; Jurriens, 2020).While the relationship between socially engaged art and public pedagogy is typically positioned through Eurocentric traditions as an extension of avant-garde art movements, community arts, or popular