29 SES 12 B, Arts, Development and Communities
There is, from the beginning and ever more strongly, an opposition between the idea of the University and the local community. There is also a permanent conflict between the school and the idea of artistic practice. In this project we demonstrate that these oppositions and conflicts can be reset from an intercultural action.
The two authors are part of Identidades [Identities] — intercultural movement, a collective that promotes human relationships between Mozambique, Brazil, Cape Verde and Portugal. In this “movement”, intercultural laboratories emerge in which experiences centered on cultural and artistic practices are shared, using various technologies, from the most ancient to the most recent. Artists, art students and teachers, schools, and real communities are involved in practices ranging from ceramics to web publishing. This involvement evokes new ethical, theoretical, and instrumental questions.
It was from the practices of this movement that many of its members have become researchers. They formed a collective of informal research and, simultaneously, took the investigation in the 'formal' research centers. They assume the contradictions and subvert research practices rescuing the meaning, increasingly abandoned, of the human.
We find ourselves suspending our European and ethnocentric identities when confronted with the communities fighting for the recognition of their culture, for better living conditions, and whose activities are rooted in resistance and in the struggle for their identity. In the displacement to these contexts, as artists and researchers, we feel the discontentment with our own art and society, even of a post-colonial world which, most of the times, interferes with the communities in a colonial manner; the same world that promotes globalization, resigning these communities to oblivion.
The debate and research on these issues is closed in pretentious universalism and blocks the participation of excluded communities in this field and in its confrontation. It is here that, for us, returns the problem of liberation in the sense of opening a discussion and of including these communities, through a platform of poetic translation that allows its presence in the clarification of an urgent agonistic pluralism.
We try to bring inside the University what is out of it. We also seek, within the critical framework of the University itself, taking for example the concept of University of Excellence, to replace the empty void of excellence for thought (Readings, 1996). But add, or refund, the plan of the sensible.
Agamben, Giorgio. Profanations. Translated by Jeff Fort. New York: Zone Books, 2007. ———. The Coming Community. Minneapolis, Minn., [etc.]: University of Minnesota Press, 1993. ———. The Open: Man and Animal. Stanford, Calif.: Stanford University Press, 2004. ———. What Is an Apparatus?: And Other Essays. Stanford, Calif.: Stanford University Press, 2009. ———. Infancy and History: The Destruction of Experience. Translated by Liz Heron. London: Verso, 1993. Benjamin, Walter. One-way street and other writings. London; New York: Penguin, 2009. Blanchot, Maurice. The Unavowable Community. Barrytown, N.Y: Station Hill, 1988. Foucault, Michel. Discipline and Punish: The Birth of the Prison. New York: Vintage Books, 1995. ———.‘What is an Author?’. In Writing, no. 73, 299-314. Ithaca: Cornell University Press, 1969. Freire, Paulo. Pedagogy of the Oppressed. London: Penguin Books, 1993. Kant, Immanuel, and Mary J Gregor. The conflict of the faculties = Der Streit der Fakultäten. Lincoln: University of Nebraska Press, 1992. Lyotard, Jean Francois. The Postmodern Condition. Minneapolis: University of Minnesota Press, 1992. Nancy, Jean-Luc. The Inoperative Community. Minneapolis, Minn: University of Minnesota Press, 2008. Rancière, Jacques. The Emancipated Spectator. Verso, London, 2009. ———. The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation. Stanford University Press, Stanford, 1991. Readings, Bill. The University in Ruins. Cambridge, Mass. [u.a.: Harvard Univ. Press, 1996. Schiller, Friedrich, and Reginald Snell. On the aesthetic education of man. Mineola, N.Y.: Dover Publications, 2004.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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