Questioning the Notion of Neutrality
2019-2022
Online Publication
10 Interviews and workshop materials
You can watch the interviews here
In collaboration with Alexandra Eguiluz, Ida Flik, Gloria López Cleries and Zoya Feltesse
The project was part of Teaching To Transgress Toolbox Program - Funded by the European Union and developed transnationally by three art schools: erg (Brussels, BE), HDK-Valand (Gothenburg, SE) and ISBA (Besançon, FR) Erasmus+ Strategic Partnership (2019–2022).
- Workshop I : “Rencontres et ateliers: les pédagogies critiques en écoles d’art”, December 2020, Villa Arson, in France.
- Workshop II: “Radicall inclusivity”, May 2021, Paris College of Art in France.
Interviews with Richard Dietrich, Daniel Terres, Nontokozo Tshabalala, Cecilia Eguiluz, Just for the Record collective, Agnieszka Butacik, Nino André, Adrian Golopo, Cesy Leonard and Constanza Rossi.
Based on peer-learning and collective research practices Teaching To Transgress Toolbox* was a research and study programme on critical pedagogy in the arts. As part of this program, we collected and documented different people’s thoughts and perspectives on the idea of “neutrality” in the context of education and academia. These interviews critically discuss the history of university institutions and the racist, patriarchal, ableist, etc. foundations on which they were built, and expose how this continues to shape the institutions today – for example, through structural exclusions from the institutions, the hegemony of certain areas of knowledge.
Basado en prácticas de aprendizaje entre iguales e investigación colectiva, Teaching To Transgress Toolbox* fue un programa de investigación y estudio sobre pedagogía crítica en arte. Como parte de este programa, recogimos y documentamos los pensamientos y perspectivas de diferentes personas sobre la idea de "neutralidad" en el contexto de la educación y el mundo académico. Estas entrevistas cuestionan la historia de las instituciones universitarias y los fundamentos racistas, patriarcales, capacitistas, etc. sobre los que se construyeron, y exponen cómo esto sigue dando forma a las instituciones hoy en día - por ejemplo, a través de exclusiones estructurales de las instituciones, la hegemonía de ciertas áreas de conocimiento.