- One or two things we know about precarity
- Hosting the general intellect?
- History Lesson: Short introduction into a true history of non-alignment
- Learning from Architecture
- Urgent Thought: Hegemony, Exhaustion, Bologna
- Urgent Thought: Suspension, Defeat, Migration
- History Lesson: Black Audio Film Collective
- SUMMIT opening ceremony
- Urgent Thought: Urgency, Pluralism, Self-Organization
summit themes
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| Forum | Topics | Posts | Last post |
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How does migration affect canonised knowledge? Can we conceive of a non-linear projection of learning? Whom do notions of fluidity and precarity serve? How do emergent subjectivities, produced out of current mobilities, produce newly situate knowledges?
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14 | 14 | 5 years 10 weeks ago by florian schneider |
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What are the gestures of "un"-organizing education? If to define was to own, where do we encounter emergent possibilities of mutuality and collaboration within education? How can we envision new configurations of multiple ownership of knowledge? Is self-organization a mode of education beyond the patterns of identification?
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23 | 25 | 4 years 50 weeks ago by florian schneider |
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The model of education has become central to a range of creative artistic practices and to a renewed interest in radical pedagogy. As a mode of thinking an alternative to the immense dominance of art as commodity and display as spectacle, education as a creative practice that involves process, experimentation, fallibility and potentiality by definition, offers a non-conflictual model for a rethinking of the cultural field.
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16 | 21 | 5 years 16 weeks ago by florian schneider |
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There are principles within learning and teaching that extend far beyond the years spent within the institutions of education. What models are emerging for an understanding of both an expanded duration of education as well as for our need to redefine what needs to be know within a contemporary civic landscape?
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23 | 24 | 4 years 30 weeks ago by TocaraMalkeze |
