Filed under book | Tags: · education, learning, pedagogy
“Pedagogy, Otherwise: the Reader was assembled in the context of /and in conversation with the Eco-versities Alliance, a trans-local community of learning practitioners from around the world committed to cultivate and reclaim knowledges, relationships and imaginations. Most of the texts appeared originally in the series Pedagogy, Otherwise, as part of the line of inquiry Learning, Education and Pedagogy on ArtsEverywhere.ca, an online platform for artistic experimentation and exploration of the fault lines of modernity.
Editor Alessandra Pomarico, member of the Ecoversities Alliance and publication group, hoped through this compilation, to give voice to ‘a wide range of perspectives, explore a diversity of ways of knowing, attempting to decolonize the structure of education, contesting universal dominant frames, and focusing on pedagogy as politics. Artistic perspectives, convivial/militant research, theoretical discourses, as well as praxis of both affects and cognition, embodied and land-based practices – these are some of the tools and processes through which we witness today how learning communities are unfolding in different contexts, reclaiming autonomous yet interconnected zones of knowledge, even in the most diring geopolitical conditions’.”
Edited by Alessandra Pomarico
Publisher Eco-versities Alliance & ArtsEverywhere, 2018
Filed under book | Tags: · art, art education, education, pedagogy
“This is a research project that culminated in a six-hour theatrical performance building upon the First World Congress organized in Alba, Italy, in 1956 by Asger Jorn and Pinot Gallizio among others. The Aarhus performance marks a collaboration with six actors and over 30 writers in the performance of original scripts that offer assessment and analysis of the political conditions of artistic higher education, classroom power relations, and the inherent tensions between audience and performer.”
Contributors: Camel Collective (DK/US/MX), Mirene Arsanios (LB), UKK (DK), The YES! Association (SE), Benj Gerdes and Jenn Hayashida (US/SE), Colin Lang (US), Ditte Lyngkaer Pedersen (DK), Sande Cohen (US/TH), Zachary Cahill (US), Eduardo Abaroa (MX), Javier Toscano (MX), Ashley Hunt (US), Johannes Raether (DE), Temporary Institute For Witchpower (DE), Michael Ashkin (US), Andrea Creutz with Sebastien Berthier & Shirin Sabahi (SE), Anthony Davies, Nils Norman, and Howard Slater (UK), Carlos Motta (CO/US), Sean Dockray (Public School) (US), Mónica Castillo (MX), Rum46 (DK), Mary Walling Blackburn (Anhoek School) (US), Dario Azzellini and Oliver Ressler (AT/IT), C. Krydz Ikwuemesi (NG), Miklos Erhardt (HU), J. Morgan Puett, Eva Diaz (US), Sam Gould/Red76 (US), Flo Maak (DE).
Edited by Camel Collective (Anthony Graves, Carla Herrera-Prats, and Lasse Lau)
Publisher Aarhus Kunsthall, Aarhus, 2013
ISBN 9788792025272, 8792025277
Filed under catalogue | Tags: · art, conceptual art, critical pedagogy, education, knowledge, pedagogy, politics, sociology of art, theory, useful art
“This catalogue investigates the notion of “really useful knowledge” and its origins. In the 1820s and 1830s, working class organisations in the UK introduced this phrase to describe a body of knowledge that encompassed various “unpractical” disciplines such as politics, economics and philosophy, as opposed to the “useful knowledge” proclaimed by business owners who had previously begun to invest more heavily in their companies’ progress through financing workers’ education in “applicable” disciplines like engineering, physics, chemistry and mathematics. The publication presents texts and conversations that analyse these themes, including philosophy, art, politics and technology.”
With contributions by What, How and for Whom/WHW, Marina Garcés, Raqs Media Collective, Luis Camnitzer, Trevor Paglen and Jacob Appelbaum, Fred Moten and Stefano Harney, and Gáspár M. Tamás.
Curated by What, How and for Whom/WHW
Publisher Museo Nacional Centro de Arte Reina Sofía (MACBA), Barcelona, 2014
ISBN 9788480264990, 8480264993
Discussion: Charles Esche, Manuel Borja-Villel (L’Internationale, 2015).
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