This article considers the notion of belonging as an always incomplete and evolving journey integral to which is the gift of otherness; a journey that consists of a continuous mutation of self, others and world. This contrasts with the more fixed notion of ‘belonging-to’ that suggests prescribed identities affiliated to an established order, which can then invoke the negation of ‘not belonging’ and the subsequent violence of exclusion, marginalisation or dispossession that we witness almost endlessly. The negation of negation as manifested, perhaps unconsciously, in educational practices that need to respond empathetically to diverse pathways of learning, is central to this article. In this light perhaps in education we require a new declaration of rights, the right to have rights, that extends cartographies and obligations of belonging, in a world of increasing precarity. The article explores the notion of belonging in educational practices by articulating a series of scenarios in order to open up collective debate for possibilities in pedagogical practice.

中文翻译：

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浅谈艺术教育背景下归属感与宇宙构建的战略实验

本文认为归属感的概念是一个始终不完整且不断发展的旅程，其中不可或缺的是他者的礼物；一段由自我、他人和世界不断变异组成的旅程。这与更固定的“归属”概念形成鲜明对比，“归属”暗示了附属于既定秩序的规定身份，然后可以引发对“不归属”的否定以及随后我们几乎无休无止地目睹的排斥、边缘化或剥夺的暴力。在需要对不同学习途径做出同理心反应的教育实践中，也许是无意识地表现出否定的否定，这是本文的核心。从这个角度来看，也许在教育方面，我们需要一种新的权利宣言，即拥有权利的权利，在一个日益不稳定的世界中扩展归属感和义务。本文通过阐明一系列情景，探讨了教育实践中的归属感概念，以便就教学实践的可能性展开集体辩论。