Abstract
This article reviews the current state of higher education in light of the pedagogical turn in contemporary art. It starts with an overview of higher education and its current struggles, followed by an outline of some of the features of the pedagogical turn in art, which is both critical of institutionalism and symptomatic of the current state of higher education. These ideas are discussed within the context of an art education graduate seminar. Finally, the argument is made for possible critical practices that take place inside the institution and that are inspired by priorities inherent in education as art projects aligned with the pedagogical turn.
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