Art education as a distributed, relational and lifelong practice

Learning in and through art rarely begins or ends in the classroom. The articles in this issue collectively present art education as a distributed, relational and lifelong process that unfolds through sustained interactions among people, materials and institutions. The contributions examine telepresence robots as a means of expanding museum access, the formation of artist-teacher identity, the post-award learning ecosystem of an Asian art prize, drawing in relation to migration and racialized experience and multisensory approaches to arts integration. In extending art education across lives, communities and institutions, they invite the field to regard access, continuity and relation not merely as the conditions of learning but as its substance.