Architectures of Education is a collaboration between Nottingham Contemporary, Kingston University, and e-flux Architecture. Drawing on a three-day public programme at Nottingham Contemporary on November 7–9, 2019, the series features contributions by Ramon Amaro, Aoife Donnelly and Kristin Trommler, Gudskul, Elain Harwood, Tom Holert, Lesley Lokko, Sol Perez-Martinez, Irit Rogoff, Santhosh S., and more. This special issue is edited by Nick Axel, Bill Balaskas, Nikolaus Hirsch, Sofia Lemos and Carolina Rito.
This text reflects upon the Critical Pedagogies programme at Nottingham Contemporary and the challenges that the awakening of the COVID-19 outbreak poses to education. In this text, the programme’s curator Carolina Rito delves into the neoliberalisation of educational institutions and how this process is transforming our learning experience – within and outside academia.
In 2019, Nottingham Contemporary launched CAMPUS, a non-formal education programme with a focus on critical pedagogies. Throughout a series of events which included seminars, lectures, and informal conversations, CAMPUS participants engaged in critical dialogues and collective learning. The views expressed in this text are not representative of the entire CAMPUS cohort.
What are the frequent contradictions between theory and practice in the field of public pedagogy? In this open reflection, Andrea Průchová Hrůzová revisits a decade-long experience of running the Prague-based Platform for the Study and Promotion of Visual Culture Fresh Eye, while mapping the systemic, institutional and discursive limits of critical public pedagogy within the realm of the public education system.
How can collaborative art practices exist in contexts that are still attached to the idea of art as a contemplative practice? In this essay, Amò Colectivo reflect on the ‘Public Politics’ project they developed with the inhabitants of the Little Africa neighbourhood in Rio de Janeiro, engaging with questions of how community knowledge is organised and understood as art.
The pedagogical imperative in contemporary art has two functions. One is ideological and one is economic. The ideological function is manifest in artists’, curators’, and other related actors’ participation in the utopian redistribution of centrally-organised education through critique, anti-correlation, and processes of disidentification. This is a warped ideological pursuit, one that is done in the…