I am predoctoral researcher and artist. I have a grant in the Faculty of Education, so I teach not to Fine Art students but to future teachers and pedagogues. At the same time, I develop artistic projects outside of academia.In this way, I am drifting and crossing different worlds every day. I feel like a weird teacher and a weird artist. If you don’t fit into the official categories, you have to spend much time explaining and justifying your position, as well as trying to get a place in both educational world and artistic worlds. This is not merely being outside of your comfort zone, it is dealing with disruptions through disruptive practices - so exciting, so tiring, so inspiring for learning. Taking the wicked characteristics in social planning of Rittel and Webber (1973), I propose to invite the audience to reflect on their teaching and researching practices, as well as their positions in the academy. Do they feel comfortable with their partners, colleagues, bosses, institutions, spaces (physical, relational, pedagogical and institutional)? Are they aware of the positions that the institution has imposed on them? Do they agree with the imposed positions? What can they do to change this situation? In which ways can they be wicked in order to shake up and transform these impositions? The aim is to invite the audience to detect these wicked moments or situations (power relations, abuses of power, inharmonic situations,apparent impossibilities, etc.) in academia they (we) suffer daily without being absolutely aware of them (or being aware but afraid to face or react to them), and seek in which ways we could be or act in a shaking or other wicked way. To do so, I will share with the audience scenarios related to my practice (pictures in classroom and workshops, reflections of students, works of students, etc.) as teacher, researcher and artist. For each scenario I will pose discussion questions.

Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.