Challenging the epistemic field: mobile academies and art practices in the 21st century
DOI:
https://doi.org/10.18537/tria.14.01.22Abstract
The following article analyses two long-term projects - Silent University and Para-site School - which can be ascribed to the field of socially engaged art. The projects described use education as research material, but also as a methodology and tool applicable in society. In the wake of the educational turn of art, both projects are described in relation to the context in which they were activated. Silent University, first launched in London in 2012, was created by Ahmet Öğüt, with the aim of providing a new educational space for foreign residents; Para-site School, conceived by Felipe Castelblanco in 2012 in Pittsburgh, was born out of the need to remedy the institutional gaps of the US university and has since expanded to other American and European cities. Both projects, which we can call mobile academies, initiate a process of critical analysis of Western educational systems, highlighting points of fallibility and activating new platforms for co-learning.
KEYWORDS: socially engaged art, educational turn, decolonial education, mobile academy, participatory education.
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