Fortunately, and Unfortunately:A Self-Reflexive Arts-Based Narrative of becoming teaching artists and arts teacher educators in South Africa

In this self-reflexive paper, we explore our own becoming as teaching artists and arts teacher educators. We inquire into how pre-service and early career teaching artists at intuitions of higher education in South Africa can be supported to develop teaching and learning processes that foster equity and respond to the contextual challenges they face. In doing this, we offer a narrative account of our experiences of developing, teaching, and evaluating an arts education programme to show the moments of significance in our own learning through reflection. We work from the premise that teaching artists can play a critical role in transforming education and society.