TRANSDUCERS Collective Pedagogies and Spatial Politics is a cultural project aiming to research and activate initiatives in which artistic practices, political intervention and education are flexibly coordinated on the basis of actions by collectives and interdisciplinary groups. It is precisely at these junctures where we locate the collective pedagogies and spatial politics chosen and studied in TRANSDUCERS. The most interesting practices of political action, educational intervention and cultural work occur at present in these areas of interdisciplinary crossroads, in fractures or intermediate zones between disciplines and institutions - spaces that experiment and give rise to alternative ways of building new spheres of action and of learning collaboratively between institutions, organisations, individuals and knowledges that are very different one from the other. The breaking and reformulation of these limits allows us to understand how the institutions inheriting our most immediate modernity are rethinking themselves as interconnected spaces in which to experiment new models of citizenship. The school becomes another public sphere and a social agent inside the context the museum overcomes its limitations through cultural politics of proximity affecting its educational value finally, social centres in many cases become converted into experimental cultural centres and spaces for production of public knowledge. We rather consider the potential of institutions as a set of relations and practices inserted into and capillarising various disciplines and knowledges, so that they break out of their traditional limits and even reinvent new institutional forms. It is therefore very hard to envision the framework of an institution as an isolated space. The result was that at present we can find forms of cultural production interrelated with educational practices and social movements in long-term projects, corresponding to very specific local needs and setting in motion a broad diversity of work formats.Īs a result of this multiple rupture, traditional institutions have expanded to make their spheres of action and practices more permeable. The crisis of modernity therefore brought into question such institutions, as well as the paradigms on which they were established. One of the products of western modernity was the progressive ordering of knowledge in separate disciplines, which limited the sphere of action of the educational, the artistic and social movements to independent institutions such as, respectively, the school, the museum or neighbourhood associations, to mention only a few.
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