The edu-theoryLab* (bildungsLab*) started in 2017 as a critical debating space in connection with the project "Schools of Tomorrow" carried out by the House of World Cultures (HKW) in 2017/2018. Female* scholars of Color and/or with migration histories institutionally located in the fields of art and education intervene into hegemonic discourse on questions of heterogeneity, plurality, marginalization and discrimination in educational institutions.
Inspired by Gayatri Chakravorty Spivak's idea of education as a "uncoercive re-arrangement of desires" and incorporating the experiences of migration, discrimination, racism, classism, ableism and (hetero-)sexism, utopian designs of schools and pedagogical practices are to emerge. How can schools be transformed into places that are not structurally inclusive, but where to get an education seems desirable? What desires are to be instigated, what moments of resistance are to be articulated?
a) Counterpoint Perspectives
How can experiences of migration, discrimination, racism, classism and sexism help to outline utopian ideas of school? And how can these utopian ideas become an irritation for the concept of the "reform school", which often only focuses on hegemonic educated citizens? In the spirit of Gayatri Chakravorty Spivak's idea of education as an "uncoercive re-arrangemant of desire", the possibilities of making schools attractive to those who have been actively kept away from education will be explored. It is not only a matter of opening up schools, universities and institutions of adult education, but of transforming them into a place where education also appears to be desirable. Following the idea of an engaged pedagogy introduced by bell hooks, we develop strategies that aim to make a difference. We want to move the teaching machine.
Important concepts that frame our thinking are "resistance" and "desire". Desire plays a prominent role in Spivak's idea of education. The postcolonial theorist assumes that educational institutions produce specifically desirous subjects. Desire articulates itself, for example, in the desire or rejection to be part of an educational institution or in the coding of knowledge production as something worth striving for. Resistance, on the other hand, is repeatedly undermined within educational institutions by opting for a consensus that makes it more difficult to imagine alternatives to the hegemonic staus quo . Desire and resistance are closely related to each other, but are seldom taken into account in debates about education.
c) Third (Educational) Space