BETWEEN A PEDAGOGICAL TURN AND A HARD PLACE: THINKING WITH CONDITIONS Janna Graham, When a society highlights the problem of eduction tha secauseitastng questions about eel abouts past ond ste Inthe face of ecent claims for turn to pedagogy in artic practice {pd curating ite necessary to ask how and why auch etn i coined ‘nd conatiute, yond te production of thematic — which, ke ose ofthe ata oto a whic of rings, ony to 1 form of nw specialisms, new carers, new books, seems important $inusta thi pedagogical tur’ In relation tothe deeply troubling dev ‘pments thet conjugate creativity and education wit the policies and “nd exhbiions that do ‘ha notion of erste gon, probiomatise the Impei Fatlon andthe nation state, However, they att {as practitioners to hatch new ‘geniuses, entity snd produce more cent talent pats’ between cretve education and the so-called Ercatve industes consolidate tito bran, demonstrate batter time management (with es resources) and accelerate tei ouput of “crowedge products of vrcus forms. Crises necessary emerge fom occupying such en embiguous postion — elses wich are erent in the desir be a rial agent nth arte n ight ofthis, the proposed turn maybe interpreted as 3 onerate demand being made by artists onthe spaces in which rts Produced. This demand is forthe location, time and rescurces which ‘rabies to teach oursohes about the Kind of reaistantpodepogas that tre posable, "Werking on this basi, two lines of thought (with corresponding !tratogios) seam t have emerged. One posts the apaceselforded by fetitons, ese encounters, biennise et. 88 tes at which to arti late othr forms of ats easton and culture, generally lodby artists or ‘urstors, seomingly anay trom the gezo of academic bureaucrats and ‘esearch funders bt alo fom th work and spaces in which education lend, hence, struggles thin the mary elds engaged educaton take Disc. The impleaton hers that ats, curators end arts lotus ‘re ina better postion to produce ~ oat ess imagine ~ alternative‘models academies, right schools, art schools than those encu bythe daly practoss and instrumentalsed demands of educ ‘other ne of thought suggests that the academy (te wives, ‘school snd its expanded setvork of mutoum, galery and cd ‘etwerks of "nowedge transfor’) is @ space in which ori ‘oration of art and creat into the excessively technecratc nd forme of standerdaaton thst have become customary In ‘oucaton "Wns sat stake in oth af these nes of thought ea {feedom or autonomy forte artist, os model pedagoque and away rom tho standarde- setting exrcaos and various otha {t goverance whieh nticataly weave stata management ith tndesaarch interests ct corporations Wie ming to demarestespacesinwhichto avo co of neoliberal educational intttione, the deployment of art (wether inthe form of temporary encounter in exhibition a ‘rin the longer term strategies of art schools) a8 sos of 28 ‘pedagogical ur’ oftan rely on old ana recurring aistine ‘dctinctione understand education’ — the work of publ aera In thai lack of ageney by the rules and regulations ofthe ‘methods and urderstanings of which are elementary and pop ‘pposed to te ais, curator or arsinttectual a ‘eutonomous producer Hore, an interest n pedagogy within the erudte ond domain of artistic practitioners i alten positioned 98 ferent ana without intrest in woe forms of ecieaton i ‘School, cnce, rade unions, sci! movements and moseu department. However, if we have losmod anything from the ways in hic a denaturation of creativity hasbeen ob the intentions oferta actors inthe art nthe preceding de thet any notion of state freedom cannot be accepted with feraton ofthe intrest waye in which inked othe land oten expiitation, ofa range of social agents (whether Undergoing talon esting, a werkor making ‘reat lates or ponsated cultural werker whee nonpayment i Justia Dy {urate tis clear that a hidden pedagogy ofthe ‘creative Uso of such dstineons to produce now ext of soca ska jetty around which to organiae ees, educational inattuons Bie expectation of workers oi Frere Bourdeu suggesed haiti this very mechanem ofthe 5 interest in disinterest = thet detancing fom the soca tes Iss which thay releronce, depict or represet which secures bourgeois ove of heat ovr tat of other worker: beonlag vious clase that exits above and beyond th penal sony errs, poley makers and the complenie of inane farts reproduction as ard’ fe dependent upon condone a con — wheter th bourgeois patron, a8 Bourou suggested, o ferratonsl creat of contnporry sts aes ir production of soc contet rom seve consequence esau og geil atematves whch deny socal consequence the apaesa jee trust understood as akey factor ina nd creat pg such inporiant instrument of stato (and corporate gover Of subjectivity. Te reat” person =f casoceta tom thee and macropolial circumstances of production, in tvour of on aestetcisicaly separate, concion ~ is mach 3° the conficts of these ccumstances, let slne mete For struggle aginst the staan which confit are expeionoeds ‘Aristo Autonomy an Polis Autonony are Not the Same Thing ‘This reciotibution ofthe rhetoric of creativity tal us that we nt the desire for pola! autonomy ~ tat, reset ne forms of instrumentation ocutre snd edueaton by coerce mic and governmental forces ~ withthe alscourae of rte hich sts in direct contragievon tothe ambition that Hos esr ct most thors a rade pedagny at woot MBfoduction of cr with to roo vin of critical knomiedye withthe production oferical mits! autonomy, a5 i understoe by certain groups working Ontemporary socil movements, is construed nether az a8 ot 2 te operation ofan avant gorde politcal party but start Bacice cf ‘lucing the imperatves of production, te vera otInettuions, the waps of representation ts not, therefore a ‘Srceptona| acts or actors bute sanity toner the cont tion of exchanges, conmonaltes adcolctve vans ‘ny fined notion of profession, fold of specication or sk Understood In oppostion toa notion of artistic or curatorial Contato manipustwe and ropresse nsumertatsations of tsuction: such nation of plea eutenomy ack: to what {ory purposes, toward the insrumertaaton ot wich rel becominge, en cultural work operate? Its ths notion of polfical autonomy to which Fé ‘drectednis words ina lscusion wih atomatve educatrsin in 1982 when he sai What we are doing in our pedagcaca! exper a simaly modernizing them, and thats because we eal ‘obliged populaton tnt sable to impose te sores. Na thet oing ‘eet ners has rush more to co wih working ‘mobiie these ifrests tan wth deci eanying out Work By Inked to an institution, Gusttatclery did ‘exclude the pursutferiteal wer within schools, univers Ss be was hums engaged with these kinds of institutions bis understanding was deeply rooted ine partcuar way of ‘within these lnsutions and working against modes of. ‘the repttion of tasks, roles and estes insulted rom (Gatton suggected a made of research nd padogoay tat ‘= canetiuing an associate sector an assoclaton the tate orn private capital nor i smal collective pr ‘combination of those comated o working teneversl inaittlons, soi! movements and artiste sates, aga tempting to nk coat to the production of sbenatd ubjacives, no mattr wher these wer located" eyondunqvestioningscherencetothe notonatartsticautonony, succumbing tothe regres eshiiog (One of tho often-clted mechanisms through which produced inthe spaces of art are rendered tintreste! ferry shorter, spectacular mode of presentation tet ars = habitually employ. Thi often prevent ransoxmative proc- of education from occuring. For this and other reasone, many fend curators have tured tothe lange time perods ond more tal ossbitis offered by the formation of adie ot expr projects e ‘researc Rthor thn meray sitvting tis notion of nelton oars processor to notions ofthe sty at can and sheped in advance, | have for some time been gded by 19h possi study, the study that isnot yet constituted and only rough relations formed betweon eres and tranaversal ‘Such a study situates Roel wit the context of reations the cisions ofthe cresve class and te cher de-certing cher as author and propel." nts, strtogios described within contemporary social move Imtanreserc have bocomeimpoctat tomy understaning et hat research might lend to prejecs ttomoting to engage consequential and politically meaningful artiste Work, AS by he Argentingan coletve, Colecthe Steciones, Netant works neither rom ta own set of knowledges sbout the world how tings ought tobe’. Rater, Ris carried xt "heorotial 8 rk aiented to eo:preduce the knowledges and modes.ofan atoratveeocibity, beginning withthe power of) noledgos ‘Among these traditons, two genealogies of hve become paticulay instructive. The frst a movement i ne mestes, PAR paconers rejected th eatontip of psion and dependence imp nthe subject objet bine soi}giel tues, n which the resourcher a subject ond the (comunity oerson, soll thematic) anaye aren temaned 1 Instead, PAR caractaried tao x emeing fem vents cenbraton of experience and commitment, prodoeig recs ot © ~ ectons nthe word a were Bom the conte nd fess of des dazed, 1 some extent, onthe populerpodogoay of Paulo io — partly his elaboration ofthe relationship betwen he resetcher and cormursty in bia wok on thea mestga- I FaRreverchors wre dn te pics fing cf working apsint regimes of dependency and of roving though es frfecton © analysand action. Those ey Jd ot end won ther saw redial actions as test tea, emulating earn lective ought. PAR prcitonere wert ther than ter mat: fe-positoned thle workin relation to conert ‘under the nama Partpatory Action Research’ (PAR). The {Se dovelooment in which treneversal elation were actly thin nettons snd betweoninttonal actors and outsides the names netusona Pedegogyand Istustinal Analysis T these genealogies promo world practice. Thsincldes the ‘tomo honest accounts of, and interventions int, the cenatona ‘shape us a educators, students, curators and atts ws @ vi ‘fpower,hrarhy,sensBiy and desire also ental te ‘tthoae accounts with the struggles and aires of ‘thors! — thatfindthameshos emiotised as outside o to our specialised ‘epertie’ of compatncy. Looking fat othe histories of Patipatory Acton right find a path that pivlages nether the knowledge pred University nor tat ofthe vanguard or autonomous intellect PR wes inated by Univeraty-basad intollctuale, primarily ‘at inthe 19608, many of thom based Inthe global South {he emergence of ant-clonal and ant+-impetalst socal ‘which highlighted the stignjockot of rogimentec schemas ‘edge production and thelr assocated professional hermet researchers didnot lem ah independent space for tei own efiich woud have repeated the very autherial preci ‘ofthe unverty'e mode of governance — but rather sought 1 Skis ao researchers inthe srvice of populer truages. Tocetod on the let, PAR researchers also rajected the Ma ‘osting ofan intelectual venguaré asthe advanced cadre of Imoverent~ nich proposed esaparaton between itlcharacterised PAR project was # number okey components ‘concatenation of intellectuals and noncintlictuas an the tween the diferent knowledge-frme associated with each tornvctition or co-resesrch based onthe collaborative ‘tauestions of toe without imposing foreclosed answers a mont the self-dliberaton of groups and to the creative {ound in the collective generation of mechanisms for sl ‘Commitment the recovery and use of rita popu end fo Inotead of eresctive rejection ol unvarsty based knowedge on (tele dvsons orale, muse of is knowledge ‘daboraton of coleborstive popu knowledge; the extenslonaf ‘rocessoe to others though camps and eolaboratve traning Sd ante in research aa framework not ony fra tions of soca inequity But asa as a way nto the mero“ tt group rlatone, with epecial attention tothe dynamics of the abocaton of roles and the relationships between inte onsrttocuals."= “Today. mony projects tak place Inthe name of research or setion rsa, in the contexts of goverment {d universty commissions, which have cea co-opted somes methods (though oft ae action research in ame nly) in Implement what can eniy be described Ccovoptations are often used a ustiieation, by ats and {or net engeging with minortarian struggles, which are th ‘Saye already dtd byte assumptions sd deifcations by soversing bodies, corporations and the lite. Rather than ‘hope situations of encounter, we might ako heed of one of toutons thatthe word Is ony 88 valuable as its enactment n “Thatta, henevr sre — be they academics, government ako use ofthe terme of adeal pacogoay. we mht {o understand how these terms ink to actions and consequ Serve emancipatory aime, the definition of wich hes been those engeged a colective struggle Where more radial terstion of PAR practices do (expermentalecools, women's groups and racial esesrch Comtexts of prisoners justice and indigenous strug). the {emporalites, process-based methodologies and rejection of ys p2e fundamental challenges tothe production mecharics of enor or the autonomy of artiste eseerch, ‘Thinking Wh: Tne Arist As Co-Researcher rtarestnay, inherent in all PAR methods there are what might described as sesthetic processes at pay ~ whether explain use of ponular theatre, or imply, as inte analytic and syetc fof aBstaction, the arrangement 9! formats for encounters and ings, the making and ro-norking of racodngs et. For Fret, in to famework for a adeal and popular educaton wa, indeed, the ition of culture set. He describe the meeting pants between hors anlocal peopleas ‘Cate Cxcles’ and made use ofabetract inthe process of coving loeal experience (reisterin her in i pictures) and engaging groups in thee de-coieation dering he codes nant of the sume of perenne ond How ight this understanding of research reposition te art n ty, Now does the art ~ nt as a researcher Dut os ¢ ‘har oreo investigator ofthe condton of coercion, expla 2nd ainaton that result fom these pocy shits ~ locate herslt ly inthe spaces were thelr amieatons are most poignant ‘she engage those spaces n which poles sa) to creatty as tis beneficial to captal ane! tel ether moses. eres in prosucngmeghbouteods onthe ow toe? er it necersry rasta esas igs wth tv senate prodston, pareiatr oma analy, coc: shght modsavon at cure seeareed inenhbiton an troche are rae pose) tea wd ha arit ocovenereer ond fo sagpe hah enable peop cle, oactany noon oot cosia ee? An eco ght his artist a8-co-esearcher use the contemporary valoise Jot croatvy, rite ren‘outcomes in order to move beyond the production of cultural od ‘areeriam) and transfer mere hme and resources to creative tion in these stugles? How might atoms at a rly rans Interveonit pedogogies process make good on artistic ond cu aime to redial pedagogy’? Equal, how might this process eo ‘Sruggle for far and eresve edition with those hat ext ‘he insttaions and Held in which att ad curators operate? ‘Asking these quastions opens up what might ohorwise bo ‘closes siscussion a gigcusion between arist/curtors, as profeiont creative technocal) to elucidate aso of possibities beyond smal nteventone witha well estabiched circles, Lay Analysis ar Learning To Be Where We Are When We Returning to Gusta demand for akernatve educators to population abito impose lis itrest'— thats, connect ‘trugoles with thse within ond ouside of he institutions In ‘porate. This porhaps one ofthe most ficult problems to ‘Qven tha, for many, an existence whic ie exclusively outside of ‘onal ie whethar trough short arm occupations or trough ‘engagements is simply not posse. However, onthe rare osesions that they do exist {ai eveaton wit the Instone of heart gatry and te ul have a tendency of closing in on themselves to become sity the rights ofa particular group of at students and educators. ‘methods of instutona eriique developed in artiste practices the 1960s onward, they tand te become sealed within the doy ‘operations of instution, rendered invsbiain an exhausting ttteaching ang leaning counets,curtoril commitoes ste. {he vious options of now pertiipaion, the restition of er teaching (via the presentation of rial content) er te creative ‘consoldeton exercises that take pace under te heading of po ‘evelopment what other kinds of pedagogy might emerge?” Inspired by hi erly encounters with his teacher, Fernand Oury, ms practice that fetrogeneous opening up of people to otherness! oth in hoi work i insttutions and those which fol outside thelr normal modes of A discussion ofthe process of instittionalization nas hing to do with pro-stabchod orgarizaion chats and reglatons [fast corn the possi for change erent mn collective tooo aries-evlutionary attudes st/organizaton, and the assumption of ‘twas important fr Guat to "be abe to werk ou ite programs of language, the work of Instttionel Analysen practice involved very coneretesetone most 2 nthe LaBorde Cini where Guatan was based First spgomont of tasks such that joe works, doctors, residents (a "hyris population ranging rom Jon's peasants to mombers of tho Parisian cultural scene’) ana bureaucrats regulary altered thee roles, hong weekly meeting to understand te theoretical and practical ansion that were produced. Aaelaboate schedule, called "he gis, served as 2 Knd of pedagogeal Iapping through which participants learned how to tink what had teen, and was stil tobe learned trom thelr e-arrangoments, both in terms of tho car of the residents and thelr wn forms of supjoct-makng. Ferthermore, understanding tht any anayls ofthe unconscious mustbe orgerisea in conjunction with other socal segments, obeeques set up cross aoctor working eroups, sharing the fedings of La Borde tothe fds of ereitectre, socal werk, ted hearts under the name Federaton des Groups Etude, tt Formation stttonelie(FGERI, "Fo undarstend the kind of research developed by Gt useful to acknowledge the pedagogical framawork that wa (eeseor that ofthe Frenetechools and Guattas own ring {adel educator Ferdoand Our. Working fom te 18208 1850s, rene andhis colleagues sought to develop a self ‘of educational study to overcome the polrsed (and eased) ‘which pitted the teaching of education asthe study of {ohnigue ~ dismissed by echolrs as the sbsence of socal. ‘speinet ho pursuit of pedagogy 88» series of theoretical hamissed by teachers as ignorant of practical concen “Students in Fainet schools colectely owned and ran printing {nd made colaborative newspapers, which contained tree ‘hav experiences ofthe schoo. These texts adresse the ‘ot indidvl teachers and students inthe classroom, th Interaction with the school and the wey nwich the schol ‘ith the bronder community. “The ckeuation of these texte ensurod thatthe school wit, and wae vet, the loca 08a whole, making tes isolated practices end mre of partlpant in the del ‘Community poiies, Stories n the newspapers often began ‘centradtions of the classroom, betwoon teachers and {heir relation to broader soca sues. So, for exampie, using ‘approach, one schoo! adopted an ant fascot mathe curl feoponse to raciet and ani-Semie tendencies in te county Caves, rules and oles were n constant negotiation, run By teachers and stucents- A contra principe of reine ‘bling on what there’ that I, farring to thnk cal the very matrial of echool. Much of Guat’ wrtings onthe ‘tfcacy othe ascombioge and the machnic encounter was while much of Fein’ wok ok place Inu contexts, Fernand brought thase methods to urban contexts syathesising the se- jo teachers and studonts withthe werk of peychoanalysi and formations developed by his brother endothers at Laborde, Where stoaching collectives and classroom assembles began witht began with work on the naval and their 'and from thee to the class Inthe school and the in th community. Working with venaversal agents atteched 0 js — the worker, tha amis, managers and ofr member community ~ Oury saw the practice of pedagogy es combining sof macropoliical struggle ~ for wagea and better conditions tose of mleropotical operations ~ the relational fabric and modes of condoning family an broader soc community He ore by socal institutions. He was deoplyinvosted inthe level ation koawn 9 oemation’— in wich young people Sevloped ls. Fr fom the tnd of earer traning and explotatveitemanip = espoused in curtent edveationalnsttutions inthe forme young people gained and developed stil inert! analysis, ning th their own conditions as scil occupants and appiying Bulking on Wa pedagoy and on sown ark wth ata youth ition, Gata formulated a nation of anal tat which ‘eerste ncn hare cats ana sor sta] trough Gtaledjalsrudence eq scl proups hears, ewallatone' From ine conternporery vantage point of highly straiied les snd eaetonalinsttttons Grain, auch commttocs Laborde — whieh was colaorstivly governed and open to clio seo ant wimgnatie Hone coro) ato such ae tho Art and Body Oscpatona Theroy Study assich Projet. develope by occupational therapist Frere de Araujo Lima and Coleagves nthe Department of heron, Sse Therapy an Occupational Therapy FMUSP In—_ ‘8 Pauoorthe UEINZZZ theatre group developed by Peter Pte in Sbo Pel, reas both the spit and the coneete methods of ‘onal analyla. With working gfoups comprised of university rosea {rom departmants of occupational therapy, peyehology,piooo tre ioca rtsts andthe mental il, these projects develop olaborstiv research projact that simultaneously expor® gow ‘eathetle production and the socal exclusion of madness, Pa fegularly ergue for space within the arts and the university tmantain thee projet over the long term, As co-researchers with ‘analy sitforetieted roles and inte, this longevity enables ‘Shu poaton tobe explored scrote the various sock backorou ‘atic parteipats emerge. nthe words of Peer the us praises grants vitality t0 what is intangible and legitimacy Cosi sense despises, fare orators [ths inverting] te game tte vale pined trom aes {orther enables “the selt-conetruction of subjectivties inp Configuring and shaping chaos and he sense break-up tat, Mi ‘Wet his Knot instrumentation cf the at chook he education department rte exon was tobe mace he cha (of pedagogical tun? ‘What we ae afordd by those two genasogies of ‘one which loestes itso atthe conunetion of intellectual tra Inthe formation of sabjoctvity — Iinwoitaton of the completes, tho problematics and the ‘tthe current and possble spaces in which at snd education ‘Ata te when soll movement ore not robust, and thes our ‘oti rosatance to raformain arts education i reduced to {folate effort, woud soom tat working across subject eval sectors boyond the art not ony anecessary move but ‘our to the voryststfentions that reduce our work to Ss, ta rsnageent gest went etc pementoercses and estes of wesc forthe tow. * " “ese two genealogies of research o Fh sao renin vs of other through he buesratiaton of encour ha In ting pokes end programmes fr erat and carrer shoe ftir of inclusion, jsauences — along sine tha exceed ha cont weap ically impoverished vend to produce exhibitions, pubeatons covtrenes sepa the Ylrston ni aren and