Teachning To Transgress Toolbox
Research and study programme on critical pedagogy in the arts
Brussels, BE/ Gothenburg, SE/ Besançon, FR
For two years i was part of this internationnal research programm. I participated to a collective production of ressources and tools for a safer and more inclusive art world.
Based on peer-learning and collective research practices Teaching To Transgress Toolbox* is a research and study programme on critical pedagogy in the arts.
Funded by the European Union and developed transnationally by three art schools: erg (BrusselsBE), HDK-Valand (GothenburgSE) and ISBA (BesançonFR) this Erasmus+ Strategic Partnership (2019–2022) consists of workshops, public events and an open access publishing platform that shares the resulting works, methods and tools with others to use in their specific educational contexts.
* The title is inspired by bell hooks’ book Teaching to Transgress: Education as the Practice of Freedom (1994).
Over the past ten years, tendencies towards polarization and discrimination in wider society have had a perceptible influence on attitudes and behaviours within education, with forceful impacts on inclusive learning and teaching in our classrooms.
In attempting to meet these threats to diversity and pedagogical inclusivity we identified the pressing need to respond to these political and social issues. Intersectionality asserts that oppressions (based in racism, sexism, homophobia, classism, ableism etc.) are interconnected and cannot be examined separately from one another. Critical intersectional feminist pedagogies have, by now, been proven to provide valuable conceptual and practical tools with which to focus on inclusivity. This is particularly true in the field of art, where teaching is known to be open to devising and applying new critical frameworks, tools of analysis and creative practices.
The explicit aim was fostering inclusive pedagogies and questioning the so-called neutrality and equality in systems of schooling, production and consumption in the arts. Addressed to artists, researchers, activists, students, teachers and administrators, the TTTT programme invited people from various backgrounds, fields, abilities, gender identifications, sexual orientations, ethnicity and religion to collectively explore how intersectional and de-colonial approaches could activate and spread theoretical and embodied knowledge.”
Details from Teaching to transgress toolbox website
Details from http://ttttoolbox.net/