Engagement and visibility. Who benefits?
Working with young migrants in gallery education and exhibitions
In her paper, Henrike Plegge discusses different forms of participation and visibility of young migrants in a gallery education project at ZKM | Center for Art and Media in Karlsruhe. She describes the possibilities and challenges of such collaboration and traces institutional interests in visible diversity in the museum.
The complex task of self-changing
Practices and questions in educational projects in migration society
Nine years ago we called one of our ambitious educational programs a «guide to self-emancipation». The title had an ironic dimension – because already in 2004 to us, guiding someone to emancipate her/himself seemed a contradiction. And even through (or maybe because) we have tried to stick to our ambitions, the contradictions of which we have become increasingly aware, have multiplied. In this text, we want to name and face some of them.
Paradox and dissent
reflexions on theatre education in migration society
The paper reflects on a theatre education project the Groupe l’Aventin developed with migrant women attending at the association Camarada. Sophocles‘ Antigone, staged at the Theatre de Carouge, was a starting point for discussions that led to contextual and subjective aesthetic interpretations. Yet, the collaboration also threw the Groupe l’Aventin in the difficulties of getting over stereotypes – even if, as educators, they build their practice from critical discourses on «the audience» and «the Other». The paper is published in the french original version as well as in german translation.
AUS MIT RAUS
or AM I RACIST?
The text deals with an intent to deport a student at our school, the protest movement that mobilized against the deportation, and an art project with students from several courses of the school and the artists Jo Schmeiser and Simone Bader (Klub zwei) which was developed out of these events. Looking back personally and critically on this process, on a project in anti-racism and anti-deportation and on who got involved, the paper is about self-emancipation of students and the possibilities of action within a school.
«Sich Verzeichnen» – with and through differences
Building relations and leaving rests in cartographies
What enables reflective processes, that can help to view one’s own thoughts and actions in their conditioning frameworks and to critically review them? The arts-based method «Sich verzeichnen» (to register/to make an error drawing)for reflexion draws on specific characteristics of cartography to draw attention to processes of «making meaning». In the context of working through pedagogical contradictions in migration society, the method allows to problematize imaginations of difference in their function of ascribing and fixing identities. The paper shares thoughts and observations from the development of the method, and practice.
Urs Bachmann and Sandra Lippuner
The «workshop about myself»
Between affirmation and ambiguity
Who «belongs» and who doesn’t? What do I have to do to belong? What happens if I don’t fit the norm? The «workshop about myself» offers foster children possibilities to formulate and represent their environment, their way of dealing with «belonging», but also their experience of difference and biographical discontinuity. In the text, the authors reflect on their practice-based development of methods in biographical work, drawing on examples from the «workshop about myself».
Judith Rahner with Nicola Lauré al-Samarai
«Integration as Anti-Reflective Coating»
Considering Historical-Political Education and Memory Work with Young People of Color in Germany
Dominant debates on so-called Holocaust-education in the migration society not only evoke a reactionary German community of remembrance but also construe a deficient migrant. The experiences of the youth culture project Forgotten Biographies reveal various entangled pitfalls in terms of politics of funding, representation and reception and will be discussed in order to exemplify spaces of action and reception wherein young people of color have to operate when trying to negotiate «German» history in public.
Ahmed Shah, Nils Erhard (JugendtheaterBüro Berlin)
Lost in education? KulTür auf!
«We don’t want inclusion, nor participation, nor integration, what we want is SELF emancipation» (from Schwarzkopf BRD, JugendtheaterBüro Berlin). The paper, based on experiences from the work of JugendtheaterBüro (Youth Theatre Office) and the alliance «KulTür auf!» describes the limits of current tendencies of access and participation in institutions. It also reports on the work of constructing in Berlin Moabit, with young people from Berlin, an alternative, self-organized theatre – the Theatre X.