STOCKHOLM.- IASPIS announces a new series of Urgent Pedagogies UP—Readers that reflect the 2024 conference Learnings/Unlearnings: Environmental Pedagogies, Play, Policies, and Spatial Design, through various conference contributions to environmental learning in form of papers, workshops and art works.
The Readers are guest edited by Nicola Antaki, Matthew Ashton, Emilio Brandão, Sara Brolund de Carvalho, Anette Göthlund, Matilde Kautsky, Elke Krasny, Karin Reisinger, Ashraf M. Salama, Meike Schalk, and Rosario Talevi, and will appear between February and June 2025.
Learnings/Unlearnings took place in September 5–7, 2024, at Färgfabriken in Stockholm, Sweden It developed out of the research collaboration, A Full Loop of Performance: From the Perspectives of Young People, Through Environmental Learning, to the Reviewing of Legal Frameworks in Multi-actor Constellations, and Back Again, involving researchers and practitioners from KTH School of Architecture and Konstfack, University of Arts, Crafts and Design’s Department of Visual Arts and Sloyd Education, and visiting artists and researchers in the fields of architecture, art, craft, design, pedagogy, politics, and social work. It draws on existing environmental learning cultures for advancing new perspectives on the urgent issues of social justice in the (built) environment and the learning from resourceful material practices.
The event brought together over a hundred speakers, practitioners and researchers, from various backgrounds exploring the link between spatial practices and pedagogies, through analyses, reflections, instructed conversations, explorative workshops, panels, exhibits, performances, policy proposals, and other approaches.
Participants: Marco Adelfio, Abeer Allahham, Nicola Antaki, Eleonora Antoniadou, Georgios Artopoulos, Matthew Ashton, Maša Avramović, Nina Bartošová, Nadia Bertolino, Emilio Brandão, Sara Brolund de Carvalho, Amy Brookes, Camilla Carlsson, Claudia Carter, Katerina Katka Cerna, Nadia Charalambous, Loulou Cherinet, Daniel Ovalle Costal, Khansa Dhaouadi, Marta Brković Dodig, Lionel Eid, Ana Maria Elian, Nagham El Elani, Daniel Elsea, Magnus Ericson, Nabila Ferrous, Cathy Gale, Anette Göthlund, Johanna Gullberg, Zeenath Hasan, Lis-Mari Gurák Hjortfors, Emma Jones, Wanjiru E. Karanja, Elena Karpilova, Matilde Kautsky, Anna Keune, Svenja Keune, Hannah Klug, Elke Krasny, Bernadette Krejs, Constantinos Kritiotis, Kris Krois, Eeva-Maarja Laur, Indira Lemouchi, Janna Lichter, Isabel Löfgren, Alexandra Lulache, Fiona MacDonald, Kelly MacKinnon, Afroditi Magou, Kieran Mahon, Ziana S. Madathil, Mari-Sohvi Miettinen, Pia Palo, Sol Pérez-Martinéz, Melania Mihalcea, Angela Million, Mustapha El Moussaoui, MYCKET (Katarina Bonnevier, Thérèse Kristiansson, Mariana Alves Silva), Oldouz Nejadi, Håkan Nilsson, Essi Nisonen, Alexander Novikov, Anna Papadopoulou, Rosie Parnell, Mudita Pasari, Anne Pind, Tatiana Pinto, Sylwia Janka Poltorak, Teresa Elkin Postila, prachi, Marina Partapurwalla, Marietta Radomska, Karin Reisinger, David Roberts, Effrosyni Roussou, Ashraf M. Salama, Sezin Sarica, Fred Saunders, Miro Sazdic Löwstedt, Jana Schade, Meike Schalk, Sadia Sharmin, Simeon Shtebunaev, Tatiana Sokolova, Charalampos Spanos, Spolka, Åsa Ståhl, Zuzana Tabačková, Rosario Talevi, The Gröndal Bureau of Investigation, Max Utech, Jelena Vranješević, Anne Margrethe Wagner, Qinxue Wang, Sofia Wiberg, John Wood, Burcu Yigit-Turan, Henrika Ylirisku, Zest Kollektiv (Lu Herbst, Lucie Jo Knilli, Charlotte Perka, Lioba Wachtel), Sophie-Marie Ziemer.
Learnings/Unlearnings responds to the call Designed Living Environment—Architecture, Form, Design, Art and Cultural Heritage in Public Spaces, and is funded by Formas—a Swedish Research Council for Sustainable Development with the Swedish National Board of Housing, Building and Planning; ArkDes; the Swedish National Heritage Board; and the Public Arts Agency Sweden, under the grant agreement number 2020-02402.
Urgent Pedagogies is an IASPIS project and platform for inquiry, sharing knowledge and experience on how socially engaged critical spatial practice may act in relation and response to the urgencies of social justice and equality, contested territories and conditions of conflict, and through strategies and settings for learning, un-learning, thinking together, and alternative forms of producing and sharing knowledge. The project has since 2018 developed through public events and an emerging online platform and archive, highlighting and discussing practice and theory related to this topic. It aims to serve as a common resource, bringing together practitioners and researchers from a plurality of contexts, experiences, and backgrounds to be in dialogue and think together.
