In this afterword, Critical Pedagogies co-editor Carolina Rito delves into how the neoliberalisation of educational institutions is transforming learning experiences within and beyond academia.
In this collaborative essay, participants from Nottingham Contempoary’s CAMPUS Independent Study Programme (2019-2020) discuss their experience of collective learning.
In this reflection, curator Andrea Průchová Hrůzová revisits Fresh Eye, a Prague-based platform for the study and promotion of visual culture mapping the limits of critical pedagogy.
What does it mean for education to be ‘open to people, places, methods and ideas’? Architect and academic Joaquim Moreno recalls the well-known charter of the Open University, a pioneering initiative established in Milton Keynes in the late 1960s, to reveal potential shortcomings in today’s remote learning initiatives. By outlining its experiments with new modes of disseminating knowledge at a distance through a ‘blended system’ of resources, methods and channels, Moreno traces how it inventively fulfilled its pedagogical commitment to openness.
In this essay, Amò Colectivo reflect on a project developed with the communities of the Little Africa neighbourhood in Rio de Janeiro.
Gudskul (Contemporary Art Collective and Ecosystem Studies) is a public learning space established in 2015 by three Jakarta-based art collectives: ruangrupa, Serrum, and Grafis Huru Hara (GHH), who practice and expand the understanding of collective values – such as equality, sharing, solidarity, friendship, and togetherness.
Irit Rogoff recounts a visit to the wartime labor camp at Mauthausen, Austria, and considers how the site might act as a space for education.
In the age of COVID-19 and social distancing, Mark Jarzombek weighs up digital learning platforms against the classroom lecture as a pedagogical tool.
Graduate School of Architecture Summer Show, November 2017. Photo: Tristan McLaren. I began writing this essay weeks before I left South Africa in November 2019 for good; picked it up again a week after my arrival in New York City and finished it in the midst of the global COVID-19 pandemic, which has forced the…
Architectural historian Elain Harwood considers the story of CLASP (Consortium of Local Authorities Special Programme) and its programme of system-built schools in Nottinghamshire as an example of successful collaboration between public architects and government ministries.
Sol Perez-Martinez traces how deschooling theory has been applied to urban learning initiatives in the UK that sought to widen participation in the built environment and encourage education for action.
This text considers the site of India’s recent large-scale public demonstrations as pedagogical tools, alternative to the university.
Architectures of Education is a collaboration between Nottingham Contemporary, Kingston University, and e-flux Architecture, and a cross-publication with The Contemporary Journal. 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.
Architectures of Education is a collaboration between Nottingham Contemporary, Kingston University, and e-flux Architecture, and a cross-publication with The Contemporary Journal. An essay relating to this video is available here.
Ola Uduku is Research Professor in Architecture at the Manchester School of Architecture.
The interview with farid rakun, member of ruangrupa, happened in the context of the conference Architectures of Education at Nottingham Contemporary in November 2019. In the interview conducted by Manuel Ángel Macia, rakun explored ruangrupa’s project in Jakarta, the ideas behind the notion of ‘collective of collectives’, and the upcoming Documenta 15. Manuel Ángel Macia…
The interview with researcher, writer, and curator Tom Holert happened in the context of the conference Architectures of Education at Nottingham Contemporary, in November 2019. In the interview conducted by architecture historian Ana Souto, Holert explores the infrastructural thinking that entered the discussion of education, politics, and planning around 1970. The conversation touches upon the proposals…
In this keynote, theorist and curator Irit Rogoff explores how research has moved from contextual activity within art to a mode of inhabitation she calls ‘research turn’.
Aoife Donnelly & Kristin Trommler’s research and practice focus on the generation of sensitive and carefully composed projects that engage with questions around the democracy of place or space and value the experience of the user. In the conference Architectures of Education, the duo presented the pioneering work of Mary and David Medd, a model…
The panel with Tom Holert and Anna-Maria Meister inaugurated the conference Architectures of Education at Nottingham Contemporary, 8-9 November 2019. This event was a three-day programme with presentations, workshops, keynotes and screening reflecting on cultures and architectures of education today, and speculate about what futures may lay on the horizons of knowledge production. Tom Holert…
In this essay, curator Andrea Phillips analyses pedagogical imperatives in contemporary art.
Black Atlantis: Retrograde Futurism is Ayesha Hameed most-recent lecture-performance part of the ongoing Black Atlantis project. Black Atlantis is a multi-part experimental lecture performance that combines sound and moving image. It looks at possible afterlives of the Black Atlantic: in contemporary Mediterranean migration, through Afrofuturistic dancefloors and soundsystems, and in outer space.