‘Leave those kids alone! Teaching, learning and resistance through art.’
A Chelsea Programme event, Saturday 2nd July, 20011 1 – 5pm.
The Showroom, 63 Penfold Street, London NW8
Chelsea Programme, in partnership with The Showroom, presents an afternoon of workshops, discussions and presentations that aims to interpret, critique and reflect on connections between education, art practice and the contemporary political sphere.
This event aims to create a space for engaged, critical discussion around the idea of the educational turn, radical or alternative pedagogy, the role of the arts institution in supporting (or stifling) dissent, with particular reference to the recent protests and ongoing ideological attack on education as a right, not a privilege.
‘Leave those kids alone!’ features conversation and presentations led by Mirza & Butler, The Free University of Liverpool and a workshop led by FLAG artists group.
We aim to create an open space, with full participation by attendees and participants. Refreshments will be provided.
‘Leave those kids alone! Teaching, learning and resistance through art’ is part of a series of events and projects Chelsea Programme has supported during 2010 – 11, utilising and critiquing the art academy as a space for dissent and discussion and for creating alternative visions of society. This includes If Not, Then What? curated by Cecilia Wee and the Imagining Commoniversity workshop run by Hackitectura.net as part of the Transeuropa Festival.
Synopsis for FLAG presentation/workshop/discussion
‘It is better to do nothing than to contribute to the invention of formal ways of rendering visible that which Empire already recognises as existent.’ Alain Badiou – 15 Theses on Contemporary Art (#15)
For the Showroom event FLAG will conduct a workshop involving all participants and presenters, based around three topics/questions:
1. Why is the discourse around pedagogy -which has arisen from the Educational Turn – being ignored ‘officially’(within HE policy), particularly in light of current challenges to education, post Bologna? What can be done to change this?
2. How can ‘group practices’ emerging out of the educational turn maintain non-hierarchal structures and work horizontally inside and outside the academy?
3. Whilst FLAG are interested in creating alternatives to institutionally-justified, pedagogic models, it has nevertheless received funding from Chelsea College of Art and Design. How can artists groups / arts practitioners best handle the potential conflict of interest that arise from being in receipt of institutional funding?Can we build transparency into the model, or are we doomed to be a co-opted into the institutional structures we aim to critique?