Art as a generative mediating space: a configurable framework for adolescent affective–sexual learning

In response to the structural constraints shaping adolescents' affective-sexual learning across formal and non-formal educational contexts, this paper offers a theoretical reconceptualization of the role of arts-based practices within such learning processes. The paper moves beyond treating art as a tool for expression or information transmission and instead conceptualizes it as a generative artistic mediating space. This space is constituted through the mutual articulation of generativity and spatiality. Building on this conceptualization, the paper proposes a configurable generative conditions framework organized around three relational dimensions: learners' participation positions, the openness of learning issues, and facilitators' relational roles. The framework provides an analytic tool for examining how arts-based practices are configured across educational contexts as generative artistic mediating spaces in which learning processes are not prematurely closed by predefined objectives. It also offers a conceptual perspective for future research and practice that foregrounds the relational conditions and contextual configurations through which generative learning processes unfold.