This series of conversations focuses on the immanent mutation of museums and universities in the light of post-corona crisis. Institutional mutation in the current pandemic context describes the major historical shift in forms of human livelihood we are experiencing, which disrupted existing borders, boundaries and crossroads – between material infrastructures and structures of imagination; humans and non-humans, creativity and survival, tragedy and regulation, debt and freedom, autonomy and openness – but also opened the possibility of their redefinition.
On the one hand, the pandemic has accelerated some post-capitalist conditions [the disappearance of work and wage-related income; work automation and zoomification; degrowth, commons of care; credit pooling and debt cancellation; and the decommodification of urban spaces in the form of de-touristification and collapse of the housing market] and contaminated capitalism with temporary modalities and structures of commons. On the other hand, c-19 has strengthened old social stratification and set the precondition for even harsher regimes of informational labour.
Post-pandemic reconstruction will entail the radical rethinking of museums and Biennials, as well as the academic institution; the reconstruction of the exhausted, indebted and exterminated ‘public’ (audience/student/client) starting from existing structures of care, mutual aid and commonfare and the contamination of the cultural factory with outsider’ communal practices and intelligences.
We will interrogate the future potential of the current state of crisis and sketch a long-term roadmap and manifesto for the cultural commons.
¿How can this be possible? ¿are the current agents of culture who should lead this process? ¿who are we talking to? ¿how much do we need to change to make it possible?
In order to respond to these questions, we intend to open a “situated” conversation with agents from different realms: education, museums, activism, and from different regional contexts, combining theoretical and practical approaches. The focus will be transversal, addressing issues which are common and urgent both to re-think the existing institutions: from the museum, to the university, and to imagine future ones anew:
- The material conditions of culture after the pandemia (touching the ground): territories, ecologies, economies, technologies, mobility, production, labor, cultural commons.
- Redefining the institution: social foundations, instituent processes, democratic governance, ecologies of care, sustainability, change of scale, new dispositives, contaminations, de-colonizing and de-patriarchalizing cultural value, the production of commonfare.
These conversations articulate around post-capitalist and decolonised pedagogy.
on JULY 21 16:00 CET; 10:00 US; 11:00 Argentina & Brasil; 18:00 Instanbul)
POPULAR EDUCATION AND KNOWLEDGE IN COMMONS. Moderated by Mao Mollona, with Rebecca Tarlau (Penn State University), Lea Ana Blaustein (UBA-GEMSEP), and Zeynep Tul Sualp (Academic Without Campus); Alessandro Mariano (National Education Sector fo the Brazilian Landless Workers Movement)
This session will bring in conversation the radical pedagogies of the Bachillerados Populares in Argentina, the Landless Movement in Brazil and the Academic Without Campus (Kampussuzler) in Istanbul for the construction of a common imaginary of horizontal, grassroots, post-capitalist and non-Eurocentric practices of learning and study.
Epistemologies of the South are those ecologies of knowledge that exist outside the western, patriarchal and capitalist episteme. They are varied and different, but they are all born out of struggle. For de Sousa Santos, they are ‘diverse practical, empirical, popular and vernacular knowledges with one feature in common: they were not produced separately, as knowledge practices separated from other practices’ (de Sousa Santos, 2018). In them, theory is inseparable from the grassroots struggles for the socialization of knowledge and life. Militant knowledge production is production in commons and for the commons. Epistemologies of the south are not just struggle for liberation of knowledge, they are also sociologies of absence – investigations of the radical invisibility and irrelevance produced by western colonialist and capitalist episteme. But in parallel to such sociology of absences, epistemologies of struggle points also at radical emergences – the new possibilities and potentialities associated for instance, with the decolonizing, feminist, workers and landless movements.
This iteration brings in conversation three popular pedagogies – three post-capitalist and decolonised modes of study (Meyeroff, 2019): the Bachillerados Populares in Argentina, the Landless Movement in Brazil (MST) and the Academic Without Campus (Kampussuzler) in Istanbul. These three pedagogies have emerged in liberated zones, outside state control and in connection with powerful social movements. Although their social constituencies vary – some are rural some urban, some deal with primary education and other with higher education –they are all connected to feminist, anti-capitalist and decolonial struggles. Some have been incorporated and perhaps also co-opted, into those progressive/populist states emerged from such counter-hegemonic struggles. Some have maintained autonomy or even a healthy collaboration with it. Lastly, radical pedagogies are not educational, as in the banking model (Freire, 1970). But they involve practices of restorative justice, aimed at healing, curing and reconnecting what it has been torn apart by capitalist and colonial enclosures.
The aim of this panel is to generate an intercultural translation between these different epistemologies and imagine their possible ‘unity in difference’ and secondly, to imagine how these radical pedagogies can be invoked to liberate the Eurocentric, capitalist and patriarchal imaginary associated with contemporary Western educational institutions.