| dc.date.accessioned | 2019-01-02T09:23:35Z | |
| dc.date.available | 2019-01-02T09:23:35Z | |
| dc.date.issued | 2018-09 | |
| dc.identifier.uri | http://hdl.handle.net/2077/58562 | |
| dc.language.iso | eng | sv |
| dc.subject | Design | sv |
| dc.subject | Pedagogic & Intra-Institutional practices | sv |
| dc.title | ‘When you exit the University you take that shit with you’ Intra-Institutional Practices | sv |
| dc.title.alternative | Urgent Pedagogies - Learning and Unlearning through Spaces of Exception | sv |
| dc.type.svep | artistic work | |
| dc.contributor.creator | Kular, Onkar | |
| art.typeOfWork | ‘When you exit the University you take that shit with you…’: Intra-Institutional Practices Performance text | sv |
| art.relation.publishedIn | Arter – Space for Art Tomtom Mahallesi, İstiklal Caddesi 211, Beyoğlu, İstanbul, Turkey | sv |
| art.description.workIncluded | Text | sv |
| art.description.project | ‘When you exit the University you take that shit with you…’: Intra-Institutional Practices was a text performed at Urgent Pedagogies - Learning and Unlearning through Spaces of Exception Seminar hosted at Arter, Istanbul.
The text highlighted examples of how the conceptual architecture of universities creates and reinforces a variety of educational exclusions. It also foregrounded and proposed a series of strategies of how intra-institutional practices could begin to provide democratic modes of educational access.
I spoke broadly about the work that I have been doing ‘Intra-Institutionally’. What practioners, Sara Ahmed, Fred Moten & Stefano Harvey describe as ‘Working on & In’ and ‘Working with and Against’. In my case this working on and in - With and against is incrementally built through freeloading/parasitical platforms within institutional structures - platforms that simultaneously ‘rise/raise a consciousness’ and ‘hold the university to account’.
As a footnote I am very much indebted to the work of Fred & Stefano specifically on fugitive planning and the Undercommons and for Sara Ahmed’s scholarship in and around Racism and Diversity in institutional life.
As most of us recognise the spaces of universities are both colonised and segregated through a range of historic, contemporary and performative modes. From the narrow bandwidth of how knowledge is produced and re-produced, to how it is brought and bought into ownership (bringing into ownership at many scales) and Who is given access to knowledge and institutional belonging.
Institutional belonging can be understood in many ways – but importantly within the context of Swedish Arts Education – the democratisation of access can be described as visibly urgent. The act of surface looking reveals – there is no need to BEND REALITY HERE – the proof is in the institutional pudding. Universities speak of diversity; yet remain homogenous in their bodies, in their understanding and promotion of aesthetics, and in their view of knowledge and information.
We also recognise that the conceptual architecture of universities is by its very nature vertical. How knowledge and information – subject, subjects and subjects are organised and distributed. So, we have school of business, school of arts, school of humanities, school of science, … school of…the list can go on…)
Within this stretched verticality - universities increasingly view, from height themselves as post-local, regional and national entities. In market-orientated erasure – their geographies are formed – redrawn with other institutions – selected – like-minded - universities, side-by-side. At this height and with insufficient oxygen, knowledge is exchanged and transacted horizontally and where ONE WORLD, WORLD realties are re-produced and re-enforced.
Within this verticality, publics are also distanced; the commons are resources to be used but not to be replaced, repatriated or even re-grounded. When the University does give back, it is usually performed as an event…image or speech act.
Here I reference a Tweet from Heidi Saha Mirza regarding a recent governmental race audit – she states: ‘To be seen to be doing and not doing is the greatest neoliberal policy illusion of our time’.
And within this illusion is the shadow of new managerialism. Whereby every visible facet of the institution is quantified and sucked of its soul.
How can we be seen to be actually doing? Moving away from the production of speech and image into direct action and practice. Through this doing, how might we flatten, RE-EARTH and orientate the vertical consciousness and architecture of the university?
Can we destabilize the current paradigm of Strengthening to ‘build – in’ and ‘design – in’ …WEAKNESSES.
I speak of a collective we. We as institutional practioners: administrators, technicians, teachers, students, academy outsiders, the subaltern of knowledge production… a possible collective of sorts.
Weaknesses that rupture and collapse knowledge, creating fragile ecologies that shift from axis alignments to open-constellations… allowing knowledge to LEAK and to FLOW simultaneously in many directions inside and outside of institutional walls.
Weaknesses that begin to make micro-structural changes – that do not maintain the status quo or reproduce and strengthen existing models but open up and make visible alternatives. Spaces of speculation.
Weaknesses that set the testing ground for how universities and educational institutions can become Pluracentric mediums of futures to come… that open us up too ‘getting to know, things we need to know, but do not know yet’. | sv |
| art.description.summary | What are the urgencies of design and architecture pedagogies in contested territories? How can pedagogies reveal and bring ways of unlearning and undoing? What would be the methodologies of decolonization pedagogies? Can alternative approaches in education and research reach beyond established institutional structures, and through transversal and collective approaches make difference in transforming knowledge, thus shaping design and architecture practice today?
Urgent Pedagogies was a half-day public event, that invited professional educators and pedagogical practitioners from the fields of design and architecture, to present on-going educational practices, discuss cases and focus on the question of methodologies and means of pedagogies. From 20th century utopian design and social approaches, to border ecologies and occupations, these sessions and panels will focus on cases from contested geographies of Palestine to Cyprus, as well as examples of local school initiations, and pedagogical platforms in contra-urban and periphery conditions.
The seminar included contributions from: Sepake Angiama, Markus Bader, Jan Boelen, Magnus Ericson, Joseph Grima, Sandi Hilal, Peter Lang, Tor Lindstrand, Pelin Tan, Mark Wigley, Merve Gül Özokcu. | sv |
| art.description.supportedBy | The event was organised by Iaspis, the Swedish Arts Grants Committee's International Program and the Istanbul Design Biennial, with support from the Swedish Institute and the Consulate General of Sweden in Istanbul. | sv |
| art.relation.uri | http://www.konstnarsnamnden.se/default.aspx?id=22050 | sv |
| art.relation.uri | http://aschoolofschools.iksv.org/en/#section-eventslink | sv |
