Socio-cultural and artistic disruption in the Spanish university: the ArtEduca experience

ABSTRACT

This text presents a novel experience in a university in the University of Granada (Andalusia, Spain) aimed at facilitating learning from the potential of the arts and applied theatre through the creation of a space open to the university and non-university community. The description and analysis of this experience as a case study shows us that the arts in Higher Education are presented as a disruptive element that can challenge the rules and logics of time, space, relationship, and learning established in universities. In dialogue with Foucault’s or Santos’ ideas, in this text we propose this experience as one in which art subverts the logics of neoliberal production of knowledge, presenting pedagogical actions and solutions that are more committed to social justice and to the value of the arts as a way of knowing our closest reality.

KEYWORDS:

• Applied theatre
• social inequality
• disruptive pedagogies
• social justice
• case study

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Spanish Ministry of Science and Innovation Government under R&D Project NOMADIS [RTI2018-097144-B-100]; and under Grant [FPU16/05706] by Spanish Ministry of Education, Culture and Sport.