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.
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.
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.
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.