Pedagogy

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.

Prompt: Movement Research was founded in 1978 as a self-described “laboratory” for investigating dance and movement. In its long history, the organization has prioritized giving space to artists for rehearsing, developing, and investigating—rather than presenting and producing—their work. The Movement Research Performance Journal can be seen as an outgrowth of this mission—extending the rehearsal studio into the space of the page. In its first issue, editor Richard Elovich describes the journal as “a new public space for the New York performance community…a slightly anarchic forum in which opposing ideas and aesthetics can be seriously developed and debated.” How do we understand this mission of staying in the zone of research today? How are artists (re)building pedagogy, and processes of learning, into their practice? What contemporary or historical alternative schools, and approaches to schooling, might be seen in constellation with the founding of Movement Research? How are students of dance and performance confronting the possibility and failure of an educational system predicated on both their enrichment and indebtedness?

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

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.

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.

Being Together: A Manual For Living falls in the lineage of publications such as The Journal of the Society for Education Through Art, which throughout the 1960s provided Britisch art schools a window into experimental education. By contrast, Grace Ndritu's experience in creating radical pedagogies arose from a connected, yet unorthodox system of 'self education'.

In 2012, she decided to spend time living in cities only when necessary. She thus lived in rural, alternative and often spiritual communities, while expanding her research into nomadic lifestyles, and training in esoteric studies, which she began following graduating art school. This research led her to visit Thai and Tibetan Buddhist monasteries, permaculture communities in New Zealand, forest tree dwellers in Argentina, neo-tribal festivals such as Burning Man in Nevada, a Scottish Hare Krishna ashram, and the Findhorn Spiritual Community in Scotland.

Such lifestyles forever transformed her ideas of education and have proven critical for her art, whether conducting social practices or working with students, peers and the general public; some of whose voices appear in this publication. Ndiritu posits, "What does (art) education mean today?" and specifically, "What does an embodied (art) education mean in a time of pandemics and social unrest?". Being Together: A Manual For Living attempts to answer these complex questions.

This book is published on the occasion of Grace Ndiritu's solo show at KRIEG? in Hasselt, Belgium.

Contributors: Philippe Van Cauteren, Pieter Vermeulen, Grace Ndiritu, Rafaela Lopez, Roberto dell’Orco, Jana Haeckel, Katleen Vermeir & Ronny Heiremans, Nathalie Boobis, Shayla Perreault, Edward Ball, Guadalupe Martinez, Stacy Suy, Ezra Fieremans.

Editors: Pieter Vermeulen, Grace Ndiritu 
Copy editor: Sue Spaid
Design: Vrints-Kolsteren