Aesthetic education and art teaching
Notes from the perspective of migration pedagogy
Rather than asking about the culture of specific migrant groups, how these cultures can be described and what enables the understanding between different cultural groups, the perspective of migration pedagogy questions cultural practices which are used to establish a difference between «migrants» and «non-migrants» in pedagogical settings, why «migrants» are perceived as «migrants» and how children learn to understand themselves as «non-foreigner» or «alien». Migration pedagogy proposes to take into account everyday practices inside and outside of official spaces that try out and practice new and «resistant» forms of crossing the traditional boundaries: an inquiry into the practices, life-styles and histories that escape clear-cut deciding. The text introduces the idea that being attentive to this everyday creative potential of drifting, ambiguous positions and hybrid practices (or making this attentiveness possible), is a key point of reference for an aesthetic education informed by migration pedagogy.
Sketches on Reflexivity
Learning the hegemonial language in museums
Based on brief sketches on topics such as dialogue, difference, recognition, knowledge, reciprocity and reflexivity in pedagogical settings, this text analyzes a set of teaching materials for working with adult migrants learning the hegemonic language german, used at the Antikenmuseum Basel and Sammlung Ludwig.
What are we doing here?
Reflections on barriers and discrimination in educational institutions
This text is concerned with self-reflexivity in institutions regarding the critique of barriers and discrimination. Who studies, who teaches and who cleans up in «our» institution? Are there differences in the constitution of these groups concerning ascriptions of ethnicity, salary and gender relations? The text discusses research on educational (in-)justice in different educational systems and the different perspectives of explanation and action the researchers bring forward. It advocates an analysis and didactics that is reflexive concerning barriers and discrimination, that takes heterogeneity as the „normal case“ and provides the most individual support possible with low barriers and discrimination.
Art School with migration background
Preliminary thoughts based on a study of inequality in the field of the art school
Based on the results of the project making differences which deals with social injustice in the field of Swiss art schools, the paper focuses on real and imaginary inclusions and exclusions of migrants. It intends to draw a picture of the ambiguous politics of difference at the global art school and to inquire into the interpellations and subjectivations it entails. It exposes the proclaimed and enforced internationality of the art school – in the sense of Chakrabarty – as «provincial» and falling short of today’s global migration society.
Regina Richter, in collaboration with Claude Preetz
Critical Whiteness in Pedagogical Practice –
how to deal with one’s own role as a white teacher in a critical perspective on racism? Background text for a workshop
The paper aims to encourage a critical reflection on the privileged position of the white educational worker, and for this undertaking, provides some basic understandings and thoughts on racism and on critical educational practices dealing with racism. What is racism, how is it produced and how am I as a white teacher involved? (How) can I, as white, practice a critique of racism in my classes, and which questions/problems emerge with this aim? Complementary to the text, a tool for workshops – a list of white privileges – is available for download.
Empowerment as a strategy of action against racism
Current antiracist education in Germany is mostly directed towards members of the majority society and conceived in their perspective. In practice, perspectives of minority member or People of Color are marginalized or not taken into account. Considering this shortcoming, it is necessary for minority members to build independent, «safe» spaces to work openly on racism and conceive – in the sense of empowerment – strategies of action. The text draws on some examples from practice to describe possibilities of opening spaces of empowerment. Still, what remains most necessary is to denounce discrimination of People of Color publicly and to share instruments and strategies to claim legitimate rights with people experiencing discrimination.
From migrant to Muslim –
the problem of religious ascriptions for migrants of Islamic heritage
How relevant is Islam for muslims living here? What actually makes one a Muslim? Today, the term Muslim is being employed to refer to all people with Islamic background, assuming at the same time that Islam plays an important role in their lives. The discourse on foreigners has shifted to a discourse on Islam.
Refugees as «material» for art projects?
We are a group of people living in Switzerland and working on asylum and migration policies, racism and representation: many of us as refugees, others as migrants or Swiss. In a conversation between members of the AntikultiAtelier, the paper discusses problems of collaboration between refugees and members of the majority society in the cultural field. The conversation is followed by a description of goals and perspectives of our collective work.
The originality of modernism and other western myths:
Art in the (post-) colonial interstice
Through an analysis of how 19th and 20th century European avant-garde art perpetuates and continues to affirm ideas of originality and purity and subsequently the myth that equates modern with Western art in art history, the text exposes how European art discourse argues that non-European art cannot be but «late» modern which «imitates» the Western «original» and «authentic» avant-garde. Following the same logic, the colonial project of civilization, modernization and control of overseas territories is legitimised by formal artistic innovations which at the same time can be found globally but which are claimed exclusively by the European avant-garde. In this context, the text questions and presents examples of post-colonial artistic practices which deal with being in a position which always is framed by the discourse in power as a copy and «weak imitation» of an original.
Thinking Through /Difference/ in Art Education Contexts
Working the Third Space and Beyond
This essay was published in 1999. It explores the difficulty of «difference» within pluriculturalist art education. It explores the dominant liberal humanist approach to such difference, which appears outreaching and generous but has many difficulties within the paradigm of representation. I explore the third space of hybridity, which was being developed in the early ’90s in order to question the hegemonic claims of pluriculturalism in art education. As a «way out» I raise the possibility of three art texts of worldliness ending on the call for a turn to popular culture and fantasy, which have, in the 21st century, become common touchstones via visual culture, and especially through the enormous output of Slavoj Žižek.
Representation and the Critique of Representation in Visual Culture. Focus: gallery education
eine virtuelle Lernplattform
This online publication introduces approaches, questions, and conflicts into the field of visual culture concerning ways of representing and critique of representation. The introduction is developed from a visual cultural studies perspective based on examples of Gallery Education. It is thought to be a platform to reflect the powerful practices of presenting and representing, which are crucial aspects of gallery educators’ work in museums, schools, and universities.
A postcolonial perspective on illegalized immigration in Switzerland:
On deportations, the «exchange with Africa» and the fear of reverse colonization
In her text, Francesca Falk connects contemporary illegalized immigration and the postcolonial constellation in Switzerland. In a short historical outline she inquires into the history of deportation camps, recognizing similarities between the past treatment of «foreign travellers» and current practices illegalized immigrants are confronted with. It’s no coincidence that the disciplinary practices employed historically against travellers in Europe resemble colonial practices. Further she explores the colonial origins of everyday racism experienced by migrants, showing how migration policies in Switzerland are informed by colonial stereotypes and embedded in neocolonial structures.