Pedagogy

The second volume of the journal investigating movement-based listening practices that take the forms of militant inquiry and political education, edited by the international sound art and popular education collective Ultra-red, is dedicated to the "Learning Circles for Palestine."

Contributors reflect on the current Palestine conjuncture several years after solidarity actions spread across university campuses around the world. It is now clear that the crackdown on student activism was a pretext for the dismantling or capturing of public institutions. The move against dissent also provided common ground for neofascists and liberals to enforce a consensus with imperialism.

The second volume ofUltra-red begins by pairing poems from Palestine with poems detailing the attacks on pro-Palestine students on university campuses. The journal then moves into its main feature: a dozen conversations with student and community groups. Each conversation is framed as a learning circle in which reflections shape critical questions and mark contradictions that speakers (and journal readers) continue to consider in the present moment. These learning circles come to the journal largely from contexts where Ultra-red members are involved in anti-capitalist and anti-racist base-building in Los Angeles, New York, London and in Novi Pazar. Additionally, we hear reflections on the Palestine conjuncture from the Bethlemen-based scientist and public-educator, Mazin Qumsiyeh as well as Palestinian Liberation Theologian and popular-educator, Omar Haramy. Through a list of listening protocols, the journal also offers a guide for readers to pursue their own learning circle for Palestine.

The journal continues with a special section titled, "The Case of Apartheid South Africa and Israel." This section combines historical and personal reflections on the anti-apartheid struggle in South Africa with a photo essay on anti-apartheid solidarity in the U.K. from the 1950s to the 1980s. Both articles underscore the historical links between South Africa's apartheid government and the state of Israel and the alliances established between anti-apartheid and Palestinian liberation movements.

The journal concludes with new dispatches from ongoing militant investigations. We read about Southern Italy where activists attempt to build a movement across multiple struggles from anti-extractivism to farm workers. A dispatch from the direct democracy movement in Serbia. And, an oppositional research detailing the role of neofascist operatives in pursuing hegemony in the U.S. by targeting poor people's movements and capturing university infrastructure and curriculum.

This volume of Ultra-red is edited by Dont Rhine and Robert Sember in collaboration with Zissel Aronow, Janna Graham, Chris Jones, Zoe Kisselbach, Elliot Perkins, and Araceli Veloz, and it includes numerous contributors.

Edited by Dont Rhine and Robert Sember in collaboration with Zissel Aronow, Janna Graham, Chris Jones, Zoe Kisselbach, Elliot Perkins, Araceli Veloz.

A book that says a school, provisional and for nothing. A collection of p(o)edagogical manual, in which exercises can be read as works — works, as instructions or scores.

Imperfect dictation, or twisted ekphrasis, so that something may happen again — in another body, another voice, another time.

With contributions by Isabel Carvalho, Tomás Cunha Ferreira / Vapor Praia, João Polido, Clara Amaral, Sílvia das Fadas / Cinema Fulgor, Marta Ângela & Nu Nu Pinto / Marte i Núpiter, Okbooks! (Elsa Baslé, Leyre Léon, Chloé Gourvennec) & Mila Landreau, Pedro Barateiro / Spirit Shop, Meg Stuart, Vera Mantero, João Fiadeiro, André Lepecki, Ana Jotta, Arnaldo Antunes, and with the participants of The and's Edition: Oona Wilkinson, Sara e Tralha, Thijs Vleeschouver, Joana de Sá, Anton Ripon, Inês Barros, Anatole Prost, Maxence Junin, Nuno Beijinho, Ieva Ģertrūde Vītoliᶇa, Laura Gama Martins, and Will Gibbs.

A book that says a school, provisional and for nothing. A collection of p(o)edagogical manual, in which exercises can be read as works — works, as instructions or scores.

Imperfect dictation, or twisted ekphrasis, so that something may happen again — in another body, another voice, another time.

With contributions by Olga Mesa, Francisco Ruiz de Infante, Mette Edvardsen, Clara Amaral, Pedro Barateiro, Samuel Nyholm, André Lepecki, and the participants of Errata's Edition: Guilherme Figueiredo, Alice Serrazina, Guiherme Curado, Mafalda Riobom, Fábio Pombo, Alena Koleso, Gaspar Cohen, Andreia Matos, Stéphane Lambion, Ieva Ģertrūde Vītoliᶇa, Agathe Mathel, Malva Askerup, and Laura Gama Martins.

A book by Sara Vaz & Marco Balesteros, Provisional School for Nothing.

A book that says a school, provisional and for nothing. A collection of p(o)edagogical manual, in which exercises can be read as works — works, as instructions or scores.

Imperfect dictation, or twisted ekphrasis, so that something may happen again — in another body, another voice, another time.

With contributions by Sara Graça, Tomás Cunha Ferreira / Vapor Praia, Isabel Carvalho, Von Calhau!, Maki Suzuki, Manuel Raeder, Cracked Bolos, André Lepecki, and with participants of Rien's Edition: Mila Landreau, Maren Weertman, Ashley Périer, Beatriz Baião, Chloé Gourvennec, Aleixa Inácio, Frederico Teixeira, Elsa Baslé, Márcia Mendonça, Calvin kudufia, Ana Reis, Leyre León Álvarez, Catarina Constantino, and Moritz Schottmüller.

A book by Sara Vaz & Marco Balesteros, Provisional School for Nothing.

How can alternative organizations and traditional institutions learn from one another? How have exhibition platforms created space for artists to generate learning environments? How have these practices changed assumptions about art institutions and artistic production? How can we think about the economic, ecological, and institutional sustainability of all of these practices?

Living to Learn, edited by Noah Simblist of Virginia Commonwealth University, presents the work of over seventy artists, curators, collectives, and scholars who address contemporary art as a site of learning in the twenty-first century. Building on earlier histories of education as civic service for the common good, it focuses on the last twenty-five years while exploring the future of art education as a practice unfolding both in and beyond school. The book’s case studies reveal how innovations in education have a dynamic relationship with artistic practice, alternative arts organizations, universities, museums, and biennials.

Pedagogies of the Art-Proximate reflects on the changing landscape of contemporary art’s relationship to formal education, through tracing a history of theories, practices and protests across the twentieth century. In a context of educational funding crises, cuts, and changes, and within a wider frame of shifting understandings of how we know things and who or what we learn from, what can learning mean and in what ways can it happen?

Going beyond a simple chronology of art schools, this book considers the many ways in which art and education meet: how museums learn from those they invite in, how art objects become pedagogical tools, and what happens when a school is an artwork (or vice versa). The book proposes art-proximate practices as a new term for an increasingly blurry realm of practices that include socially engaged art, relational art, and activist art, as well as ‘non art’ forms. Weaving together auto-ethnographic, art historical and educational studies, Pedagogies of the Art-Proximate is about what art puts us in the way of learning – and why that might be politically, socially, and critically urgent today.

Maria Clara Araújo dos Passos examines the interplay of education, identity, and liberation in Brazil's travesti community.

In Pedagogies of Travesti Liberation, Maria Clara Araújo dos Passos critiques traditional pedagogical frameworks that marginalize gender nonconforming narratives and highlights the effects of systemic discrimination on travestis' psychosocial well-being. The book advocates for inclusive educational practices and emphasizes the need for affirmative curricula.
Newly translated from Portuguese, this work contributes towards connecting political struggles globally and navigating the complexities of translation—particularly of the term "travesti"—across various geographical and political contexts, featuring a conversation between Araújo dos Passos and translator Natália Affonso.

Maria Clara Araújo dos Passos (born 1996 in Recife) is a Brazilian Afro-transfeminist educator and sociologist, and an activist for LGBT rights.

‘Provisional School for Nothing—exercise of imagination’ aims to explore forms of parallel education such as self-learning, self-organized schools, unschooling, inner schools, and more. This book is a choir of around 30 invited guests (artists, choreographers, dancers, graphic designers, writers, thinkers and so on). We use the word ‘choir’ since we decided to explore the concept of authorship. The book functions like a language score —comprising words, fragments, and loose ideas that develop throughout a series of conversations we’ve had with our guests via Zoom during the pandemic.

with Marco Balesteros Sara Vaz Alexandru Balgiu Ana Jotta Bráulio Amado Cracked Bolos Igor Dobricic Isabel Carvalho Ivan Martinez João Fiadeiro João dos Santos Martins] Karel Martens Maki Suzuki & Lppl Marco Bene Maria Duarte Marion Cachon Miguel Bonneville Nelson Guerreiro Olivier Lebrun Olga Mesa Francisco Ruiz de Infante Paul Elliman Paul Faure Pedro Barateiro Pedro Rogado Ricardo Nicolau Sara & André Sara Graça T.I.M.E. Tomás Cunha Ferreira Von Calhau! the missing person a man in silence

designed by Sara Vaz Marco Balesteros 

“Sometimes I find myself explaining to someone at 2 a.m. what a subsidy is. Or how train tickets become cheaper if you have the increased allowance – and what that is exactly. Or in which months you should email a cultural centre if you want to sell a performance. Then those people often say: “Huh, why didn’t I know this?” And: ‘Why isn’t all this just explained somewhere in simple words?’

So I started writing it myself. Because I had to figure these things out myself as a new creator, I can speak from experience. I know better than Kunstenpunt or Cultuurloket what a starting creator struggles with, because I’ve only been doing this for a few years myself. I can explain it better because some things in practice are quite different from the theory.”

Egon Schoelynck (he/him, 1996) is a Sunday child and theatre maker. His work is political-ish and can be found in black boxes, on paving stones and in collective collaborations. His artistic practice was supported by detheatermaker (’22-’25), where he explored, among other things, how to run a soap opera in a café without actors. Together with Runa Robbroeckx and Lennert De Vroey, he created KAK, an ecological shitshow (2025). He also solves global problems with punk songs and children’s instruments, under the name Middle Class Babypunk.

The act of translation as a pedagogical tool, a political act, and ultimately a gesture of care in these tense cultural times.

Based on practical experiments, Unlearning with Translation posits the act of translation as a pedagogical tool, a political act, and ultimately a gesture of care in these tense cultural times. Written by French curator, writer, editor, and self-taught translatress Virginie Bobin, the essay revisits a series of workshops, exhibitions, and other collective activities that took translation as both subject and method to unsettle entrenched conceptions of language, identity, and belonging. In particular, the ambiguous notion of "untranslatability" is used as a lens through which to examine the power relations at play in those institutional, economic, and political contexts inhabited by art workers. Alongside collaborations with artists including Mercedes Azpilicueta, Serena Lee, and Mounira Al Solh, Bobin's reflections are grounded in her experience co-founding and facilitating the editorial and curatorial platform Qalqalah قلقلة†, which relies on translation as a tool for the production and publication of situated knowledge in three languages—French, Arabic, and English. Informed by feminist genealogies and methodologies throughout, the book maintains that collective labor and relations are key aspects of any critical practice, as exemplified in the concluding correspondence with Andrea Ancira.

Virginie Bobin operates across research, curatorial and editorial practices, writing, pedagogy and translation, with a particular interest in performance, experimental forms of artistic research, the role of art, artists and art institutions in the public sphere, and formats that exceed that of the exhibition. Between 2009 and 2018, she has worked for various art centers and residency programs (Villa Vassilieff, Bétonsalon, Witte de With, Les Laboratoires d'Aubervilliers, Performa). She is a Doctor in Artistic Research (PhD-in-Practice, Academy of Fines Arts, Vienna, 2023), a professor in Art and Social Practices at ésadhar (Rouen, since 2024), and a co-founding member of the editorial and curatorial platform Qalqalah قلقلة. In addition to her contributions to various international journals, she has edited the collective publications Composing Differences (Les presses du réel, 2015), Republications (with Mathilde Villeneuve, Archive Books, 2015), and Bestiario de Lengüitas (with Mercedes Azpilicueta, k.verlag, 2024).

Edited by Alice Dusapin and Sophie Orlando.
Contribution by Andrea Ancira.

A reader documenting the exhibition and symposium on eight schools, educational organisations and independent, self-organised educational programmes which see themselves as alternatives to traditional art academies and currently occupy central positions in the field of contemporary art.

The Educational Web: Reader brought together eight schools, educational organisations and independent, self-organised educational programmes at the Kunstverein in Hamburg. Often with a strong theoretical orientation, each of the programmes can be understood as a space for learning, a network and a community that does not rely on traditional curricula, but is organised around a form of immediacy and the relationship between artistic practice and local context. The programmes were invited to exhibit their own pedagogical approaches, resulting in an exploration of the interface between pedagogy, artistic practice and curatorial work.

Artists, researchers, and educators came together for the symposium on 1 and 2 July 2023 to articulate and reflect on recent developments in artist-initiated pedagogy and institutional practice. The symposium continued the questions raised by the exhibition and was expanded by a series of contributions, which are now collected for the first time in revised form in this volume, The Educational Web: Reader.

Texts by Luis Camnitzer, Feza Kayungu Ramazani, Maria Lind, Ghislaine Leung, Christian Nyampeta, Sofía Olascoaga, Emily Pethick, Laurence Rassel, Anja Steidinger, Nora Sternfeld, Prodige Kevin Tumba Makonga, Marina Vishmidt, Mi You.

There is no one-size-fits-all approach to design. It is as much a practice as it is a methodology or way of thinking, a multifaceted discipline that moves with society’s progression. Throughout the creative process behind every design, learnings happen. Designers learn to adapt, adjusting their positions relative to the context. This volume spotlights self-organised, spontaneous, sporadic, and informal educational initiatives within the realm of creative practices, both historical and contemporary. The initiatives presented here show that any attempt to control a narrative and limit it to a single understanding risks stifling potential innovations that might arise from unexpected origins.

Featuring contributions from Amanda Ariawan, Andriew Budiman, Carlos Romo-Melgar, Chabib Duto Hapsoro, Czar Kristoff J.P., Filippo Sciascia, Fiorent Fernisia, Gideon Kong, Jacob Lindgren, Jeremy Sharma, Keni K. Soeriaatmadja, Limestone Books, Livian Aurel V. Purwanto, Mac Andre Arboleda, Nishkra, Prananda L. Malasan, R.A. Dita Saraswati, Reza Afisina, Rouzel Waworuntu Saad, Savira Aristi, Trevor Embury, and Virliany Rizqia Putri.

This ambitious book brings together a wide international selection of new and recent writing by educators and practitioners who question the rules and hierarchies of graphic design education today. It holds a vivid mirror up to the ways in which graphic design is imagined, taught, received, and reproduced. Edited by two designer-educators (Brad Haylock and Luke Wood), 'One and Many Mirrors' provides an urgent overview of the field of contemporary graphic design education for all those concerned with its past, present, and possible futures.

A critical exploration of the values and qualities inherent in independent educational organizations and the hurdles in the way of remaining "alternative" with the passing of time.

Anna Colin is programme director of the MFA Curating and co-director of the Centre for Art and Ecology, Goldsmiths, London. Besides Open School East, Anna worked as associate curator at Lafayette Anticipations, Paris (2014–20), associate director at Bétonsalon, Paris (2011–12), and curator at Gasworks, London (2007–10). She co-curated Chaleur Humaine, the 2nd Dunkirk Art & Industry Triennale (2023–24) on the relationship between energy and the arts since 1973. She holds a PhD in cultural geography and has a training in arboriculture.

Edited by Céline Chazalviel, Alice Dusapin, Sophie Orlando.
Texts by Anna Colin and Catherine Quéloz.

WARMAN SCHOOL: UNACCREDITED & PROUD documents 8 years of writing prompts, movement activities, research, and experiences from LA Warman’s iconic anti-school, Warman School. Over 1500 students have passed through the hallowed halls of a Warman School Zoom room; you can also attend school! The book describes lore surrounding the founding and growth of the school as well as advice on how not to make money. You can also be a self-directed student and follow prompts from the most popular courses at the school: death, loneliness, erotics, god, and poetry. Part workbook and part lousy advice column: this book gives you everything you need to learn!

LA Warman also unearths her fucked philosophies for you to judge. The book centers around the idea that all knowledge is already inside your body, and through movement and writing activities, you can begin to open up this abundance. LA gives away every prompt she has used in class and every lesson plan so you can do class in your own space and time. You are the teacher. You are the student. You are the school.

LA Warman is a poet, sound artist, and teacher based in New York City. Her most recent poetic novella, titled Dust was published in 2022 by Inpatient Press. Warman is the author of Whore Foods, an erotic novella which received a Lambda Literary Award in 2020. She founded Warman School, a non-accredited and body-based learning center. The Warman School has taught over 1500 students online and in person. She teaches topics such as erotics, death, depression, and god. Pitchfork named her piece ADMSDP one of the top 100 songs of 2020. She has had performance and installation work in shows at MOCA Cleveland, ICA Philadelphia, Time-Based Art Festival, Poetry Project, and Open Engagement.  Warman has presented performative poetics research at Brown University, Hamilton College, Reed College, Hampshire College, and others. Her work has been featured in media like Interview Magazine, Vulture, poem-a-day, Out Magazine, and Mousse Magazine.

A critical exploration of the values and qualities inherent in independent educational organizations and the hurdles in the way of remaining "alternative" with the passing of time.

Grounded in empirical research, Alternative Pedagogical Spaces: From Utopia to Institutionalization is a critical inquiry into the establishment, development, and transformation of alternative pedagogical and social spaces. Written by Anna Colin, a former director and co-founder of Open School East, an independent art school and community space founded in London in 2013, this essay-length book explores the instituting factors, organizational life cycles, and alignments and misalignments between values and practices that permeate such a project. The essay delves into the qualities and prerequisites for what Colin calls "multi-public educational organizations." It also scrutinizes the hurdles associated with the effort to remain alternative, including processes of habituation, temptation or pressure to scale up, ethos-bending fundraising exercises, and long tenure, as well as the plain desire for stability and sustainability.

Alternative Pedagogical Spaces proposes where to look for a reconceptualization of waiting, slowness, and longevity, and asks how these ideas may benefit cultural practice and the design of future institutions (or the redesign of existing ones). Overriding the common assumption that success equals longevity, the author searches for institutional models that resist chrononormativity, drawing from social movements, psychotherapy, biology, and permaculture.

Movement Research Performance Journal #58/59, explores notions of performance as “research”—a word intrinsic to our parent organization and its long history of supporting process over product. Contributing editors Sorour Darabi, Lauren Bakst, and Niall Jones, delve into themes of research, care, pedagogy, and protest in dance and performance across artistic and educational institutions.

Extensive survey of the politically outward-looking Conceptualism emerging from Art & Language in the UK. Especially considering its critique of the norms of Modernist art practices in contemporary art, particularly practices of art education.

Edited, compiled and introduced by Paul Wood, Biting the Hand: Traces of Resistance in the Art & Language diaspora is about a dissident formation of artists active in the UK in the 1970s and 80s.

The book tells the story of artists engaging with a critique of then-contemporary modernist art education, who have embarked on a series of theoretical investigations which became increasingly politicised under the pressures of an evolving social crisis. Increased racism, unemployment and attacks on the organised working class all raised questions about how a critical art might respond.

By the late 1970s, these radical artists, mostly in the orbit of the Art & Language group, were producing posters and leaflets for a wide range of left-wing causes, as well as analyses of the politics of art and design education and the role of cultural ideology in maintaining consensus. In the 1980s, as Thatcherism tightened its grip, those involved went their separate ways into areas as diverse as media work, trade unionism, health and education.

Biting the Hand has three parts: a retrospective introduction setting the formation in its historical context, and two annotated documentary sections presenting examples of the work as both text and image, written and edited by Paul Wood.

It also includes a foreword by Sezgin Boynik, publisher, and an afterword by Ann Stephen, curator and art historian, further expanding on the book's subject.

For many years Paul Wood worked for the Art History Department of the Open University. His publications from that period include Conceptual Art (2000), Western Art and the Wider World (2013), and the four-volume anthology Art in Theory (1990-2020), co-edited with Charles Harrison and others.

Edited, compiled and introduced by Paul Wood.
Foreword by Sezgin Boynik; afterword by Ann Stephen.

A collective manifesto for feminist art schools.

Bringing a series of intersectional feminist lectures, interviews, workshops and discussion groups back to an art school is crucial to sharing tools for emancipation and challenging the implicit criteria that structure our views and practices (identification with Western visual norms, romantic-capitalist representations of the artist-author, etc.). It is vital to give a voice to artists and those who support them in the ways in which they deal with, and even elude, relations of power.

The primary aim of this book is to share the content hosted and produced at the École Supérieure d'Art de Clermont Métropole between 2017 and 2022. It is also an opportunity to work with a group of students, artists and researchers, to think about how invitations and the production of the book can be drawn up collectively; it is a tool for collective and ideally horizontal pedagogical work within a hierarchical and hierarchizing institution. The invitations, transcription and editing of the texts were done jointly.

Edited by Lilith Bodineau, Adèle Bornais, Nelly Catheland, Charlotte Durand, Martha Fely, Lola Fontanié, Eulalie Gornes, Chloé Grard, Sophie Lapalu, Eden Lebegue, Michèle Martel, Sarah Netter, Clémentine Palluy, Mauve Perolari, Simon Pastoors, Rune Segaut, Danaé Seigneur.

Texts by Nino André & Vinciane Mandrin, Rachele Borghi, Tadeo Cervantes, Adiaratou Diarrassouba, Kaoutar Harchi, T*Félixe Kazi-Tani, Nassira Hedjerassi, Gærald Kurdian, H.Alix Sanyas, Sophie Orlando, Émilie Renard, Liv Schulman, Danaé Seigneur, Pau Simon.

The turbulent history of De Ateliers is one of passionate ideals and fierce rivalry. The essay, based on interviews are richly illustrated with never before published photos and archive materials.

Design: Sabo Day

A publication by artist and teacher-researcher Marie Preston on the alternative pedagogies developed in France during the 1970s-1990s in "open" schools working on the question of the relationship between co-creation and co-education.

The teaching teams at the heart of this book were convinced that, in order to break social reproduction, the school system was in dire need of transformation and they did it! The experiences discussed in this book constitute a truly fertile ground in terms of educational, relational and institutional inventions, and we have much to learn from them today. This is particularly true of cooperative and co-creative artistic practices which convey a true desire for and ways to implement social transformation, joint management, the emergence of collective creation and commons.

The work is built up around a back and forth between interviews and accounts from the participants of this story and contextual and analytical elements opening on co-creative artistic practices.

This book gathers an interview with Jean Foucambert, a discussion with Rolande and Raymond Millot (École Vitruve, Paris and La Villeneuve neighbourhood, Grenoble) and an unpublished text by André Virengue who was the headteacher of the Jacques-Prévert school in Villeneuve d'Ascq for over 20 years. A significant part of this work is dedicated to iconography, a crucial component of research as it enables the discovery of students' realisations as well as the publishing of school newspapers and other print works.

There is a growing interest in fungi and mycelium as a material, the ever-branching connecting threads of the fungal world. The entanglements and how this rhizomatic network functions is not just a fascinating ecological system and material, but carries a profound usefulness as a metaphor for our potential new systems, ways of thinking and behaviors.

Let’s Become Fungal! takes its inspiration from the world of art and mycology and shares innovative practices from Latin America and the Caribbean that are rooted in multispecies collaboration, symbiosis, alliances, non-monetary resource exchange, decentralization, bottom-up methods and mutual dependency­—all in line with the behavior of the mycelium.

Every chapter is phrased as a question. They do not lead to answers, but to twelve teachings addressing for instance collaboration, decoloniality, non-linearity, toxicity, mobilization, biomimicry, death, and being non-binary. Simultaneously it ventures deeper into the world of fungi. The teachings from the fungus may inspire artists, collectives, organizations, educators, policy-makers, designers, scientists, anthropologists, change-makers, curators, urbanists, activists, gardeners, community-leaders, farmers, and many others, to become more fungal in their ways of working and being.

Inspired by conversations with: Francisca Álvarez Sánchez, Carolina Caycedo, Annalee Davis, Maya Errázuriz, Juan Ferrer, Lilian Fraiji, Giuliana Furci, Sofía Gallisá Muriente, Yina Jiménez Suriel, Patricia Kaishian, Mirla Klijn and Olaf Boswijk, Lola Malavasi and Daniela Morales Lisac, Martina Manterola and Carmen Serra, Camila Marambio, Mariana Martínez Balvanera, Claudia Martínez Garay, Lina Meija and Luciana Fleischman, Tomaz Morgado Françozo and Marília Carneiro Brandão, Marion Neumann, Maria Alice Neves, Tara Rodríguez Besosa, Raquel Rosenberg, Juli Simon, Ela Spalding, Gianine Tabja, Gabriela Flores del Pozo and Lucia Monge, Fer Walüng, Tatyana Zambrano.

In these circumstances: On collaboration, performativity, self-organisation and transdisciplinarity in research-based practices assembles curatorial, artistic and pedagogical practices inspired by a.pass: an inter- national artistic and educational research environment focusing on performativity and scenography.

This book discloses a history of the methods of artistic research in the context of the academisation of art education, and an abrasion of the once unbridled scene of artist-run organisations in Northern Europe. There are 35 contributions, many of them collaborative, ranging from concrete projects to inter- rogative speculations about artistic research. It aims to demonstrate how artistic research operates institutionally through a complex intertwinement of practices and how a.pass, over the past 14 years, has carved out a space for artistic research to imbricate in fields of both art and education, and stir the sediments of disciplinary enclosures.

Long awaited after No Future, and making queer theory controversial again, Lee Edelman’s Bad Education proposes a queerness without positive identity—a queerness understood as a figural name for the void, itself unnamable, around which the social order takes shape.

Like Blackness, woman, incest, and sex, queerness, as Edelman explains it, designates the antagonism, the structuring negativity, preventing that order from achieving coherence. But when certain types of persons get read as literalizing queerness, the negation of their negativity can seem to resolve the social antagonism and totalize community.

By translating the nothing of queerness into the something of “the queer,” the order of meaning defends against the senselessness that undoes it, thus mirroring, Edelman argues, education’s response to queerness: its sublimation of irony into the meaningfulness of a world. Putting queerness in relation to Lacan’s “ab-sens” and in dialogue with feminist and Afropessimist thought, Edelman reads works by Shakespeare, Jacobs, Almodóvar, Lemmons, and Haneke, among others, to show why queer theory’s engagement with queerness necessarily results in a bad education that is destined to teach us nothing.