scris de Bojana Piskur

What is radical education?
Radical Education is a particular kind of practice and a particular posture aimed at questioning received institutions of institutionalized learning and received assumptions regarding knowledge production, exchange and distribution. It offers protection for autonomous initiatives that go beyond education and solidarity at the knowledge level, creates and nourishes otherness on a variety of expressive levels and establishes a form of human configuration that lies beyond the existing social forms.
The objectives of the project
Meeting between different forms of knowledge – finding cultural alternatives to the one world of education.
Appreciating multiple perspectives rather than universal truths – supporting initiatives of people for regaining their autonomous cultural spheres.
Stimulating first-person consciousness engagement and independent thinking which foster learning and not teaching.
Constructing participatory knowledge, i.e., co-research (no distinction btw active researcher and passive research subjects, it aims for a productive cooperation that transforms both into active participants in producing knowledge and transforming themselves).
Activating the presumably excluded powers outside the art system and the system of education and hopefully breaking through some presupposed alignments of space and identity – abandoning the logic of knowledge capitalism.
“To reinvent emancipatory knowledge traditions that have not been appropriated by certain sets of cultures”
We would like to address issues of how knowledge production, exchange and dissemination can become a possible emancipatory strategy for circumventing the dominant assumptions and practices of fixed categories in a society, including the education and the art system. It means, in other words, constructing awareness about the way we are conditioned by the social mechanisms. In this regard it is important, as Indian scholar Avinash Jha points out, to establish a standpoint on knowledge, and it is needed at least to provide a counter-position to the destructive relation between knowledge and society. And since the standpoint on knowledge is not a simple thing to do, what is proposed is a process of knowledge dialogue. Knowledge dialogues are based on a Bakhtinian notion of dialogism and heteroglossia where all forms of social speech are considered equal, which means that everyone has knowledge and that everyone’s knowledge deserves respect.

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