ABSTRACT. Intercultural art education can activate generative relations for exploring what it means to be in and with the world through creative practices. This article explores how a sample of secondary school visual arts teachers conceptualise and embody interculturality in public schools across different regions of Chile. It questions whether the onto-epistemic grounds of the school system allow for diverse ways of being and knowing. Here, Indigenous onto-epistemes and posthuman theories are articulated as sensitive ways of activating relational responsibility. A/r/tography, an arts-based methodology, framed this research and theorisations about the curriculum, teacher interviews, classroom observations and photographic documentation. The findings reveal that educational policy, curricular and teacher-training limitations obstruct relational interculturality. Here, we propose an ethics of power, place and imagination to support students in creating transformative knowledge.

Keywords: relationality; Indigenous onto-epistemologies; interculturality; art education; arts-based research methodologies; posthuman theories

How to cite: Garcia-Lazo, V., Quiroga-Curin, J., Webber, M., Tobar-Tapia, C., & Robledo, M. C. (2026). Ethics of imagination: Generative relations in intercultural visual arts education. Knowledge Cultures, 14(2), 255–278. https://doi.org/10.22381/kc142202613

Received March 1, 2026 • Received in revised form July 11, 2026
Accepted July 12, 2026 • Available online August 1, 2026