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Self-Organized Schools: Politics of Artistic Knowledge Production
Stockholm University, Faculty of Humanities, Department of Culture and Aesthetics.
2018 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Since the early 2000s we are witnessing a resurgence of experimental educational projects concerned with art and learning, organized by artists and curators around the world. Often small-scale, ephemeral and nomadic, these projects are appearing in various forms such as summer schools, free universities, exhibitions as schools and community-based seminars and reading groups. Many of these experiments are employing methodologies such as critical pedagogy and self-organizing as both artistic and educational strategies. In the time of increased neoliberalisation of universities and art academies where the diversity of education is reduced and understood in terms of market logic and professionalization, these experimental projects are not only perceived as critical responses but also as attempts to propose plausible alternatives for future educational practices. The main research questions are following: Where is the interest in self-organized learning coming from and what are the implications of this interest? What are the external factors that self-organized schools are reacting to? How is the autonomy of self-organized schools manifested? In what ways are self-organized schools challenging conventional education?

Place, publisher, year, edition, pages
2018. , p. 64
Keywords [en]
educational turn, cognitive capitalism, self-organizing, knowledge production, knowledge economy, immaterial labour, exodus
National Category
Art History
Identifiers
URN: urn:nbn:se:su:diva-164183OAI: oai:DiVA.org:su-164183DiVA, id: diva2:1278442
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Available from: 2019-01-31 Created: 2019-01-14 Last updated: 2019-01-31Bibliographically approved

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