I will take part in a three day event FL∆G: re-turning the educational turn at Chelsea College of Art and Design
Education is increasingly a key concern for contemporary art practice and its exhibitionary institutions; recent events include PARADE, Documenta 12 and United Nations Plaza, or Transpedagogy: Contemporary Art and the Vehicles of Education at MOMA, and events covened by the Serpentine and Hayward Gallery like de-schooling society, could all be defined as art turning educational.
On the one hand, claiming pedagogic practices as a form of art for exhibition could be seen as a way of idealising art education, or as an attempt to aestheticise education for exhibition. On the other hand, it could be seen as a form of engaged, dematerialised and participatory art practice. Regardless of the hand we choose, the proliferation of interest in the educational turn, demonstrates a new and widespread interest within exhibitionary institutions, art practice itself and sites of art education for self-reflexion.