Beginning in the 1970s and exploding in use recently, curators and artists have claimed the terms “discursive turn” and “pedagogy” to describe elements of their practice within museums. 

My interest lies in neither curators, nor contemporary artists per se, but artist-educators. This paper, “Museum Education and the Pedagogic Turn,” for the journal ARTWRIT concerns a largely unwritten thread of museum education as artistic practice through two specific case studies from the 1970s, and reflections from current museum educators.