Sensory bodies, technologies and critical boundary work in art education

Art and design education discourse is replete with boundary references, many of which concern the need for dynamism and interference, as in dissolving, disrupting or traversing boundaries. The field also has occupied itself with some of the protective and enabling functions of boundaries, such as respect for planetary boundaries. This issue’s contributions magnify these varying capacities of boundaries and their enactments in specific contexts. Several articles specifically attune to borders that materialize as student artists and art educators enter into sensorial, embodied encounters with materials and digital technologies. In approaching this issue, I would encourage readers to conceptualize boundaries as (1) politically laden, and, thus, enmeshed in the reproduction of inequalities; but also (2) ‘inherently ambivalent’ in being capable of both constructing or counteracting power asymmetries.