Posthuman Art Conservation Curriculum


  • Nadine M Kalin University of North Texas
  • Scott Peck University of North Texas



art conservation, Anthropocene, posthuman, curriculum, education, narrative


Art conservation as a field has not begun to consider the possibilities of dynamic relations and shared intensities between human and non-humans. In efforts to venture beyond Anthropocentric limits, this article asks, what if art conservation curriculum was reconsidered as a posthumanist indwelling accessed through speculative and affective narrative? In response, this article offers an art conservation curriculum that, grounded in affirmative ethics, appreciates human and nonhuman entities as entangled beings with multi-directional affects and shared trauma warranting healing circumstances. This article is inspired by one of its author’s attempts to transgress current art conservation curriculum based in large measure on a fire that he continues to think, move, and feel with as he lives this curricular event. Ultimately, we outline the facets of posthuman art conservation curriculum as an Aokian third space, teeming with fresh paths of possibility to move us beyond Anthropocentric priorities.

Author Biographies

Nadine M Kalin, University of North Texas

Nadine Kalin playfully engages with ideas and other collaborators at the University of North Texas. She acts as principal editor for the International Journal of Education through Art and is author of the book The neoliberalization of creativity education: Democratizing, destructing and decreating creativity published by Palgrave.

Scott Peck, University of North Texas

Scott is the Director and Curator of the Dallas Biblical Museum of Art and National Center for Jewish Art in Dallas, TX. Currently he is pursuing his doctorate in art education at the University of North Texas.