Each group developed a different approach and the resulting works range from a guide to facilitating a pronoun round to a Bingo equipping the reader with quick-witted responses to stupid questions.

Other topics followed a new line of inquiry informed by the interests and urgencies of the respective working groups. We had to stop some activities that relied on physical meetings (such as boxing) due to the pandemic. A range of working groups formed around a set of proposed issues – laid out in the application - that felt urgent to be explored at the time. This meant that roles were constantly negotiated and not necessarlily based on a normative teacher student distinction. The programme was built on collective research and peer learning. 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. 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. 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. Critical intersectional feminist pedagogies have, by now, been proven to provide valuable conceptual and practical tools with which to focus on inclusivity. Intersectionality asserts that oppressions (based in racism, sexism, homophobia, classism, ableism etc.) are interconnected and cannot be examined separatelyįrom one another.

In attempting to meet these threats to diversity and pedagogical inclusivity we identified the pressing need to respond to these political and social issues. With forceful impacts on inclusive learning and teaching in our classrooms. Society have had a perceptible influence on attitudes and behaviours within education, Over the past ten years, tendencies towards polarization and discrimination in wider * The title is inspired by bell hooks’ book Teaching to Transgress: Education as the Practice of Freedom (1994).

Based on peer-learning and collective research practices Teaching To Transgress Toolbox* is a research and study programme on critical pedagogy in the arts.įunded by the European Union and developed transnationally by three art schools: erg (Brussels BE), HDK-Valand (Gothenburg SE) and ISBA (Besançon FR) 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.

Teaching to transgress book