How can socially engaged critical spatial practice act in relation and response
to urgencies of social justice, equality, contested territories and conditions of
conflict? In what ways can critical and experimental forms and environments
for learning and knowledge production transform practice?
Urgent Pedagogies is a project and space for inquiry, sharing knowledge and
experience, and consists of public events and an emerging online platform and
archive, highlighting and discussing practice and theory. It aims to serve as a
common resource for bringing together practitioners, researchers, and thinkers
from a plurality of backgrounds, contexts, and situations to be in dialogue with
and think together.
How can socially engagedcritical spatial practice actin relation and response to urgencies of socialjustice, equality, contestedterritories and conditionsof conflict? In what wayscan critical andexperimental forms andenvironments for learningand knowledge productiontransform practice?
Urgent Pedagogies is aproject and space forinquiry, sharing knowledgeand experience, andconsists of public eventsand an emerging onlineplatform and archive,highlighting anddiscussing practice andtheory. It aims to serve asa common resource forbringing togetherpractitioners, researchers,and thinkers from aplurality of backgrounds,contexts, and situationsto be in dialogue with andthink together.
The fourth issue of Urgent Pedagogies features texts and conversations related to different forms of institutional practice, with Elof Hellström, Anna Colin, Christine Tohmé, Marie Hélène Pereira, Amalia Katopodis, Alessandro Petti, Marie-Louise Richards and Ola Hassanain.
Elof Hellstöm writes about how the cultural house Cyklopen has been developed into an urban common and site for learning, drawing a parallel to the development of the Swedish People’s House movement with an origin in the late 19th century.
Anna Colin, co-founder of the alternative art school and community space Open School East, discusses how their educational programme has developed from the idea of being free, non-exclusive, collaborative, agentive, permeable, and outwards facing, to become a situated learning environment.
Christine Tohmé describes how the Home Workspace Programme was initiated and organised as an academic programme within Ashkal Alwan, and how its role has changed in relation to the current situation in Beirut.
Marie Hélène Pereira presents RAW Material Company and its pedagogical programme RAW Académie. It has been developed as a response to the growing need for spaces that nurture learning and unlearning in a context where the artistic education in Africa in many ways was modelled by a colonial context.
Amalia Katopodis presents the Master Programmes at Umeå School of Architecture and discusses how education has fundamentally been restructured to respond to a reality of global challenges, and the growing need for a socially engaged architecture practice.
Alessandro Petti and Mari-Louise Richards describe the Decolonizing Architecture Advanced Course at the Royal Institute of Art in Stockholm, as an engagement in a collective endeavour in experimenting with decolonial approaches.
Ola Hassanain discusses her practice as an architect, artist, researcher, and educator. In urban research in Sudan she focus on issues of women, public space and policies. In her art and pedagogical practice she engages with politics of space and issues of cultural identity and gender.
Ashkal Alwan is a non-profit organization based in Beirut. The Home Workspace Program has been has since 2011 explored interdisciplinary, critical models of art education in Lebanon and beyond where education is mostly privatized.
Open School East is a free, independent art school and community space that focuses on collective learning through the arts. It supports artists at an early stage of their career to develop their practice and become self-sufficient.
RAW Material Company is a centre for art, knowledge and society in Dakar. It is an initiative involved with curatorial practice, artistic education, residencies, knowledge production, and archiving of theory and criticism on art which includes the educational programme RAW Académie.
IASPIS is announcing the Urgent Pedagogies Issue#3: Modalities, sharing various experiences from practices within the context of territorialities; spatial, institutional and political constraints; and colonial histories.
The third issue of Urgent Pedagogies features texts and conversations on various perspectives on modalities, with Silvia Franceschini, Michael Leung, Cibele Lucena, Joana Zatz Mussi, Socrates Stratis, Marc Neelen, Ana Džokić, Miguel Robles-Durán and David Harvey.
Miguel Robles Durán and David Harvey reveal a pedagogical experience in Quito, explaining the experience of local dynamics, outcomes (and failures) of public unlearning, decolonial practices of the indigenous communities and the influence of local politics.
Cibele Lucena and Joana Zatz Mussi share the start and experiences of Grupo Contrafilé. Collaborating with different institutions, but maneuvering autonomously they generate pedagogical devices within institutional spaces and contexts, actively engaging in decolonial pedagogical methodologies.
Socrates Stratis writes about collectively initiated action projects in a divided Cyprus, creating a liminal space between formal institutional education and activism; maneuvering through and beyond borders on alternative territories and policies by empowering resistance and co-operation.
Marc Neelen and Ana Džokić are using the curatorial as a method for speculating futures within institutional contexts, employing a fictive approach that engages critically with the neoliberal urbanization of Eastern and Western Europe´s geographies.
Michael Leung shares research and self-initiated actions that react on the struggle of rural villages under the dominance of urbanization in Hong Kong. The methodology reveals the heritage of the rural everydaylife, and sustains the care practices inherent among elderly people and children.
Silvia Franceschini discusses epistemic disobedience, through a review of decolonial thinkers, and connects with her curatorial research and experience. She focuses on the role of curatorial practices, ecologies of knowledge function, and what the practice of epistemic disobedience can irrupt.
Herkes için Mimarlık is a platform where student volunteers and professionals can come together and bring social problems encountered in a creative way to the agenda, raise awareness about these problems and act to produce solutions from the fields of architecture and design.
Cohabitation Strategies (CohStra) is a non-profit cooperative for socio-spatial research, design and development that facilitates urban intervention projects in cities across Europe, South and North America.
IASPIS is welcoming you to a public seminar on building and sustaining infrastructures of unlearning and decolonial knowledge. The seminar presents and discusses diverse practices of architecture and urbanism that all engage and act from a bottom up perspective.
IASPIS is announcing the Urgent Pedagogies Issue#2: Urgencies, and invites you to the launch. Together with invited guests we will share experiences from diverse continents and argumentation on multiple scales of institutional urgencies with decolonial practice and discourses.
The second issue of Urgent Pedagogies features texts on multiple scales of urgencies, with Malkit Shoshan, Maria do Mar Castro Varela, Saphira Shure, Ana María León, Andrew Herscher, Tom Holert, Mauricio Corbalan, Pio Torroja, Ou Ning and Gustavo Esteva.
Mauricio Corbalan and Pio Torroja are concerned with neighborhoods in the bottom-up level of social engagement under urbanization in Buenos Aires. Laboratorio de Tecnología y Territorio is an open space for creating spatial knowledge and practice in communal experience.
Tom Holert discusses counter-constructions of space as communal co-existences and examines non-governmental agencies' discourse on learning and education and criticizes the conditions of vulnerable communities in the Global Souths.
María do Mar Castro Varela and Saphira Shure address the necessity of an education which enables especially marginalized students to deploy their imagination to resist growing autocratic ideologies.
Ana María León and Andrew Herscher argue for the tight connection between modern architecture and colonization. They claim in theory and practice that “unlearning architecture and learning decolonization requires the transformation of architectural pedagogy.”
Ou Ning discusses around the term “urgency” and how pedagogical platforms played a role during Chinese cases of urbanization and gentrification. He focuses on the conflict of Urban and Rural learning and explains the experience of the Bishan Project.
Gustavo Esteva discusses the urgency and needs of Universidad de la Tierra - which is an autonomous university and an alliance of collectivities engaged in learning through action, based in Oaxaca.
Universidad de la Tierra is an autonomous university and an alliance of collectivities engaged in learning through action. It was developed amongst the context of radical reactions against schooling observed in many Indigenous communities.
IASPIS is announcing the Urgent Pedagogies online platform and invites you to the launch. Together with a number of invited architects, artists, curators, activists and thinkers we introduce the platform and reflect on views on pedagogy, urgencies, settings, methodologies and alliances.
Munir Fasheh talks about his long experience in emancipating learning from being subordinate to formal education. As a subject of the overlayered settler-colonial eras, he has had an important role in empowering solidarity with pedagogical strategies in Palestine from the 1970’s and onwards.
Silvia Franceschini discusses how pedagogy, through radical thinkers and educators such as Paulo Freire and Ivan Illich, has been translated at different times in history and how this has become relevant again in today´s environmental and decolonial challenges.
Where quantification and measurability threatens the role of art and its institutions, Katya Sander discusses ideas of social imaginary, autonomy in relation to collective imaginaries and praxis, and the importance of radically open processes.
The Center for Arts, Design, and Social Research is a trans-local meeting place of people, ideas, and projects that share a commitment to “difference-in-equality” (Arturo Escobar) as the foundation of new forms of commons and politics.
Independent School for the City is a Rotterdam-based postgraduate educational platform and a public centre focused on topics around the development of the city.
Campus in Camps was founded as an experimental educational program and pedagogical platform bringing together theory, action and critical learning in the context of Palestinian refugee camps.
School SOS is a nomadic critical design school that aims to challenge current models of delivering higher education in the UK. The School operates as something between a design residency and fully fledged design school.
STATISTA was a participatory artistic project that explored and collaborated with the abandoned Haus der Statistik from May to December 2019. It aimed at testing whether working in the spirit of the Commons is an option today, even within the context of city development.
Decolonizing Architecture Advanced Studies is a series of postmaster courses, public seminars, field studies, publications, and discursive exhibitions that together form a platform for education and research at the Royal Institute of Art in Stockholm.
Nachbarschaftsakademie in Prinzessinnengarten is a self-organized open platform for urban and rural knowledge sharing, cultural practice and activism. It has its base in Prinzessinengärten, a community garden built in 2009 on a wasteland at Moritzplatz in Berlin’s Kreuzberg district.
Grupo Contrafilé is a São Paulo-based collective of art-politics-education production focused on encounters with different people, groups and communities - from a critical and cartographic perspective.
Open Design School is a laboratory of interdisciplinary experimentation and innovation, born as a pillar project of Matera 2019, European Capital of Culture. It was set up to design and implement the infrastructures necessary for the realisation of the cultural program in Matera and Basilicata.
Eco-Nomadic School has been a network of locally-based projects from across Europe, visiting each other to learn, teach, share and discover the knowledge held in their communities.
In this second Urgent Pedagogies public seminar and gathering at IASPIS, perspectives on formal and informal learning environments, between academia and activism, were presented and discussed with practitioners and thinkers from art, architecture and design.
This Urgent Pedagogies seminar at IASPIS focused on the formation of democratic and pluralistic environments where participants can learn freely, honestly and enthusiastically, not confined within the traditional walls of academia.
This first Urgent Pedagogies public event was presented as a part of the 4th Istanbul Design Biennial and gathered international educators and pedagogical practitioners from the fields of design and architecture.