edufactory-request
Tue, 09 Mar 2010 07:54:18 -0800
Send edufactory mailing list submissions to
edufact...@listcultures.org
To subscribe or unsubscribe via the World Wide Web, visit
http://listcultures.org/mailman/listinfo/edufactory_listcultures.org
or, via email, send a message with subject or body 'help' to
edufactory-requ...@listcultures.org
You can reach the person managing the list at
edufactory-ow...@listcultures.org
When replying, please edit your Subject line so it is more specific
than "Re: Contents of edufactory digest..."
Today's Topics:
1. FW: e-flux journal - issue #14, "Education Actualized"
guest-edited by Irit Rogoff (Gigi Roggero)
----------------------------------------------------------------------
Message: 1
Date: Tue, 9 Mar 2010 14:39:07 +0000
From: Gigi Roggero <conrice...@hotmail.com>
Subject: <edu-factory> FW: e-flux journal - issue #14, "Education
Actualized" guest-edited by Irit Rogoff
To: "edufact...@listcultures.org" <edufact...@listcultures.org>
Message-ID: <snt111-w184a09d53e3f9d2f8ee404c0...@phx.gbl>
Content-Type: text/plain; charset="utf-8"
e-flux journal
Issue #14? March 2010
Education Actualized
guest-edited by Irit Rogoff
Available online: ?http://e-flux.com/journal/
***
Don't miss e-flux journal lecture at Cooper Union:
Irit Rogoff
Participation - A User's Guide
March 8th, 6:30 PM
41 Cooper Square
Free Admission
Share this announcement on: Facebook | Delicious | Twitter
This month, we are very glad to have our first guest-edited issue of e-flux
journal care of Irit Rogoff, whose activities we have followed with great
interest over the years, drawn to her insights into the potentialities of
education unbounded. Already a number of contributions to the journal in its
first year (those of Tom Holert, Luis Camnitzer, and Dieter Lesage, in addition
to Rogoff's own immensely influential text, "Turning") have surveyed current
conditions and possible reformulations of educational structures. But at a time
when even the status quo of many educational institutions is threatened by
budget cuts, tuition hikes, and measures taken to standardize and regiment
learning (see for instance the recent protests throughout the University of
California system or the Bologna Process in general), and the art world
increasingly seems to absorb an "educational turn" as a mannerist curiosity, it
becomes all the more important to consider how forms of learning and excha
nge, of thinking and making, can take place within flexible, temporary,
unstable configurations?which may or may not be educational or
instructive?unrestricted by measurable outcomes or predetermined expectations.
?Julieta Aranda, Brian Kuan Wood, Anton Vidokle
All around us we see a search for other languages and other modalities of
knowledge production, a pursuit of other modes of entering the problematics of
"education" that defy, in voice and in practice, the limitations being set up
by the forces of bureaucratic pragmatism: a decade of increasing control and
regulation, of market values imposed on an essential public right, and of
middle-brow positivism privileged over any form of criticality?matched by a
decade of unprecedented self-organization, of exceptionally creative modes of
dissent, of criticality, and of individual ambitions that are challenging
people to experiment with how they inhabit the field, how they inhabit
knowledge.
Our notion of "Education Actualized" lies in the tension between these
antagonistic spheres. If we think of actualization as the incarnation of an
idea of "an education" within one particular educational system, we arrive at
the duality we inhabit and work with. This issue is teeming with voices?angry
and bewildered, critical and speculative, voices of ideas put to the test,
producing fictions of impossible encounters?all efforts to grasp and locate, to
actualize and inhabit this ongoing process in which we are all immersed.
You will see that almost every one of the contributions here reflects an unease
and a recognition of the dangers and limitations wrought by attempts to
regulate and homogenize a vast range of education cultures. The marketing of
education, which began in the U.S. and followed in Britain, has now taken hold
on the European continent. The dangers inherent in education becoming a market
economy geared towards profit and revenue, privileging a reductive notion of
"outcomes," "transferable knowledges," and "entrepreneurship" are clear to all.
But the emerging dominance of cognitive capitalism over European education
systems and their inscription into capital economies of debt and credit, of
self-support, of precarities for both students and professionals, is only one
side of these developments. The other is the politicization of "education" to
an extent we have not seen since the late 1960s.
Not only are students?whose access and conditions have worsened
considerably?being treated as paying clients with no say or part in determining
their own education, they are also increasingly organized in effective and
insistent ways. But many other spheres and strata of education have also been
galvanized and linked up with the proliferation of self-organized structures
that have emerged in the past decade of waning public-sphere culture and
increasing privatization.
This issue of e-flux journal aims to bring together and extend a series of
projects and interactions taking place between 2006 and the present that
involved extensive investigations into "education" as a site of knowledge
production, alternative modes of questioning, new vocabularies, analyses of the
conditions of contemporary education, and negotiations between institutional
and self-organized cultures. The voices that make up this issue have all been
involved with related projects: A.C.A.D.E.M.Y was a series of exhibitions and
publications (Hamburg, Antwerp, Eindhoven) that saw life over the course of
2006?2007; "Summit ? Non Aligned Initiatives in Education Culture" was a
large-scale meeting held at the HAU theatres in Berlin in 2007; in other
formations and in other conjunctions we met and collaborated through the
"Dictionary of War" project, the "Edu-factory," border academies, nomadic
universities, committee meetings, conferences, discussions, and dinners. But,
rather t
han document or build directly upon these activities, we wanted to bring about
an "actualization" of these originary events?a constant process by which
concepts acquire extensions and qualities.
This does not purport to be a representation of this vast field of thought,
action, and agitation?the work collected here is in dialogue with many other
exponents of this field, part of a network of shared concerns and open
collaborations. This might help to explain what could appear to be a fairly
arbitrary conjunction of people who do not belong to any particular
organization, institution, or profession. Some of us are academics, some
activists, and others are artists, curators, or publishers; everyone seems to
be turning their hand to forms of activity and articulation outside their
typical sphere of operations. Our contact with "education" as a political
platform, a polemic, and the site of much of our work seems to have stretched
us in unexpected directions, as can be seen through the actual writing that has
been produced for this issue.
The focal point of the issue is the specter that haunts European higher
education?the Bologna Accord on education, the so-called reforms of the system
across the continent of Europe that aim to standardize it with comparable entry
points, degrees, outcomes, credits, funding structures, criteria of excellence,
and so forth. This has undoubtedly produced a very "Eurocentric" view of the
map of education, but so great is the potential upheaval of "Bologna" that we
decided to focus on this part of the world, but also to place it in dialogue
with colleagues and collaborators in the U.S. There is equally a decisive
"geopolitical" drive to Europe's education policy that fuses the former East
and the former West into one knowledge tradition, thereby erasing decades of
other models of knowledge in the East and producing an illusion of cohesion
through knowledge economies and bureaucracies.
Our thanks to e-flux journal for giving us the space to elaborate the ideas
included in this issue and for founding a platform hospitable to expanded
discussions around creative practices. Our thanks to the Siemens Art Fund that
initiated the A.C.A.D.E.M.Y project and to the Kulturstiftung des Bundes,
Germany, that funded the "Summit" project, to Van Abbemuseum and MuHKA, which
took part in extensive discussions and collaborated on these projects, and to
the many other institutions, forums, and funders who have supported this work
as it has progressed.
My thanks to Susanne Lang who took on co-editing this issue, to Ashley
Whitfield who took on its production, and to the authors who rose to the
challenge and explored the numerous facets of "education" as a vital, critical,
and communal space.
?Irit Rogoff
41 Essex street
New York, NY 10002, USA
Contact us
Subscribe
Unsubscribe
_________________________________________________________________
Personalizza il tuo Messenger con nuove e divertenti Emoticon
http://www.pimpit.it/emoticon.html
-------------- next part --------------
An HTML attachment was scrubbed...
URL:
<http://listcultures.org/pipermail/edufactory_listcultures.org/attachments/20100309/4e033c4d/attachment.html>
------------------------------
_______________________________________________
edu-factory list
www.edu-factory.org
End of edufactory Digest, Vol 23, Issue 10
******************************************
Liste de diffusion cyberinternational
Pour se désinscrire :
mailto:cyberinternational-requ...@ml.free.fr?subject=unsubscribe