Between the Desire to Make and the Demand to Measure: Entanglement, Zineing and Artist‐Teacher Practice in Further Education

Abstract This article explores how artist‐teacher practice in English Further Education is shaped by institutional cultures of visibility, in which value is closely tied to what can be measured and evidenced. To explore these conditions, Wild's theorisation of entanglement provides a conceptual lens through which artist‐teacher practice is understood as a tensioned, relational condition shaped by everyday institutional pressures. The article responds to these ideas by presenting a self‐situated arts‐based inquiry through zineing, approaching the resulting zine as an interpretive artefact through which understandings generated during making are revisited and extended through reflection and writing. Rose's sites and modalities are used as interpretive tools to sensitise a situated reading of the zine's visual and material form and the institutional conditions of its production. The analysis shows how the maker–artefact dialogue made perceptible the stop‐start rhythms and negotiations of artist‐teacher practice, bringing creative practice, pedagogy, care and institutional constraint into material relation. The article argues that zineing can support inquiry from within the conditions of practice, revealing how institutional visibility often depends upon relational, affective and creative labour that formal systems of evidence insufficiently recognise.