Arts & Pedagogy

1. https://artasiapacific.com/magazine/almanac-2025

2. https://www.google.com/books/edition/How_to_Make_Art_at_the_End_of_the_World/15e1DwAAQBAJ?hl=en&gbpv=1&pg=PT5&printsec=frontcover

3. https://www.e-flux.com/education/features/472050/the-medium-is-the-method-activating-education-as-experimental-art-practice-with-la-escuela

4. https://www.e-flux.com/announcements/214865/pedagogy-engage-critique-inspire/

5. Luis Camnitzer, “Let’s Call It Art!” E-Flux, March 2024. https://www.e-flux.com/journal/143/591206/let-s-call-it-art/

6. Allan deSouza, How Art Can Be Thought: A Handbook for Change. Duke University Press, 2018. https://www.dukeupress.edu/how-art-can-be-thought#TableOfContents

7. Iyer, Usha. A Pedagogy of Reparations: Notes toward Repairing the Film and Media Studies Curriculum. Feminist Media Histories 1 January 2022; 8 (1): 181–193. doi: https://doi.org/10.1525/fmh.2022.8.

8. Loveless, Natalie. How to make art at the end of the world: A manifesto for research-creation. Duke University Press, 2019.

9. Malmö Art Academy, "Call for applications: Critical and Pedagogical Studies." e-flux. https://www.e-flux.com/announcements/107028/call-for-applications-critical-and-pedagogical-studies/

10. Pacific Northwest College of Art (PNCA) at Willamette University, Pedagogy: Engage, Critique, Inspire. E-flux. 2018. https://www.e-flux.com/announcements/214865/pedagogy-engage-critique-inspire/

11. Steele, T. (2020). Cultural Studies and radical popular education: Resources of hope. European Journal of Cultural Studies, 23(6), 915-931. https://doi.org/10.1177/1367549420957333  (Original work published 2020)

    This article takes up the theme that a significant but often ignored source for British Cultural Studies began in the interdisciplinary teaching of the Workers’ Educational Association and university extra-mural departments in the immediate post-Second World War years. I deepen this argument by outlining the history of ‘popular education’ in Europe and beyond in the modern period to illustrate how the coming together of subaltern political movements and intellectual inquiry created an independent public sphere of radical self-enlightenment. In this article, by utilising archival and textual sources, I should like to explore whether it may be possible to renew the original project of Cultural Studies through radical programmes of ‘popular’ adult education in the digital age. I see Jim McGuigan’s work as offering ‘resources of hope’, in Raymond Williams’ phrase, for this tradition in the universe of academic Cultural Studies.

12. Andel, Jaroslav, ed. Back to the Sandbox: Art and Radical Pedagogy. U. of Minnesota Press, 2019.

    Back to the Sandbox brings together an international group of artists who explore the critical state of education. The exhibition is based on collaborations of prominent artists, scientists and educators and includes works of art, scientific and educational experiments, and archival material. Works by Luis Camnitzer (Germany/Uruguay); James Duignan (Chicago); Priscila Fernandes (Portugal); Michael Joaquin Grey (New York); Ane Hjort Guttu (Norway); Markus Kayser (Germany); Eva Koťátková (Czech Republic); James Mollison (Kenya/Italy); Palle Nielsen (Denmark); and Petr Nikl (Czech Republic) are included in the exhibition. The curator of the exhibition, Jaroslav Anděl, Ph.D., is an independent curator and author of over 40 books on contemporary art. He was artistic director of the DOX Center for Contemporary Art in Prague from 2009 – 2014. “By asking radical questions, art becomes a radical pedagogy which transcends institutional boundaries and inspires mind-changing narratives,” Anděl said.

13. Soyinka, Wole. The burden of memory, the muse of forgiveness. Oxford University Press, 1998.