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Towards A Transversal Pedagogy

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#1

Is a transversal pedagogy possible?

The Silent University just announced its principals and demands. Are these principals and demands applicable in differences zones of geographies or conditions of struggles, fragile conditions? How art functions in that realm, what is the methodology?

www.thesilentuniversity.org

  1. Everybody has the right to educate.
  2. Immediate acknowledgement of academic backgrounds of asylum seekers and refugees.
  3. Activating knowledge without language limitations.
  4. Activating knowledge without legal limitations.
  5. Participatory modes of usership.
  6. Artistic pedagogical practices need to be emancipated from commonly used terminologies such as “projects” and “workshops.” Pedagogic practices must be based on long-term engagement, commitment and determination.
  7. We act in solidarity with other refugee struggles and collectives around the world.
  8. Extra-territorial, trans-local knowledge production and conflict urbanism must be priorities.
  9. Decentralized, participatory, horizontal and autonomous modality of education, instead of centralized, authoritarian, oppressive, and compulsory education.
  10. Acting beyond limitations of border politics.
  11. Adhocracy instead of bureaucracy.
  12. Action Knowledge can only be produced through assemblage methods.
  13. Revolution of decolonising pedagogies.
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#4

I think the basic principals for a decolonizing education structure especially in a territorial context; are firstly constructing a non-hegemonic knowledge through a collective process. Secondly, creating an instituting practice without remaining or never fully reaching to an “institution”. Education is by default a fully instituting structure that the institution itself becomes the machine for sake of sustaining itself. What is a collective process in education?: Collective self-teaching, learning by acting together, rejecting the gap between theory and practice, deconstructing terms in education that are sustained by institution upside down, preserving traditional knowledge from earth and nature. A transversal methodology ensures a trans-local borderless knowledge production that rhizomaticly reaches beyond topics of architecture and design such as citizenship, militant pedagogy, institutionalism, borders, war, being a refugee, documents/documenting, urban segregation, commons and others. I would like to read and discuss on under the light of thinkers such as Fanon, Freire, Guattari, Gibson-Graham through my institutional experiences in Mardin and on The Silent University.