Abstract

This article explores different perspectives on the relationship between art and education, offering an overview of an evolving field of study. In particular, the authors draw on recent reflections from the sociology of arts to highlight the structuring – rather than structured – properties of art (and its artefacts) with respect to educational settings. It is argued that the arts have a performative nature which can even affect and influence in a positive way learning processes. The main aim is to propose some key questions that inspire the Special issue Arting Education. Reinventing Citizens of the Future.