InVisibilities and socio-political responsibility of art education
This article argues out of a queer-feminist perspective why an understanding of visibility is to be considered problematic, if it refers to naturalness or immediacy. It further points out why this understanding must be called violent. In addition it describes an approach to art education and substantiates it drawing on the example of the educational project World in between: I am – What am I? The project points to possibilities of negotiating InVisibility at school, as a conclusion the article drafts preconditions for a productive collaboration between the academia and the professional field.