©WEAVING EDUCATINAL BIOMIMETIC SYSTEMS
Using decolonial pedagogies as well as artistic and creative practices as ways to open political reflections, our collective projects seek to integrate diverse and plural perspectives in order to challenge global structures of exploitation and hegemonic narratives.
Convinced by the power of education and micro-politics, we create spaces where each person can grow and develop in peace, openness and co-relation with others, united by many different forms of history, present and future.
OUR MISSION
OUR OBJECTIVES
COMMUNITY:
Establishing careful webs of exchange for artists and activists from all backgrounds and nationalities
Spaces of connection, but also spaces for disagreement and collision of perspectives
COLLECTIVE RESEARCH &
KNOWLEDGE PRODUCTION:
Validating non hegemonic knowledges and perspectives to address contemporary crises
INTERDISCIPLINARITY :
Bridging socio-political, scientific and artistic disciplines
OUR VALUES
HORIZONTALITY
The power dynamics at the heart of knowledge production and validation are present not only in the content and organisation of education, but also in the visualisation of how the information/knowledge is transmitted. In the tradition of Guarani's indigenous people for instance the learning process happens in a circle around the fire where the kids listen to the elder's stories. In the Western traditional pedagogy, the formal class is based on one person standing and the students sitting in a closed space called classroom. Furthermore, it is performed, as argued by Paulo Freire, in a top-down manner.
Decolonial education is for us about disrupting this oppressive hierarchy, and creating horizontality in the process of knowledge dissemination, taking into account the perspectives, emotions, life stories and memories of the knower. It is about creating ecosystems where each is a learner and teacher, and where knowledge production is a collective process of research and inquiry.
OPEN-ENDEDNESS & AFFECTION
Going against the capitalist and patriarchal structures which impose rationality and productivity as the driving principles of all kinds of interactions, we seek to build spaces based on affection, and on the potentiality of being affected by one another as we interact together, either through speech, co-creation, or through movement.
Going against the capitalist and patriarchal structures which impose rationality and productivity as the driving principles of all kinds of interactions, we seek to build spaces based on affection, and on the potentiality of being affected by one another as we interact together, either through speech, co-creation, or through movement.
INTERCONNECTION
Traditional education based in the Western Canon fosters a fragmented understanding of the world, and a detachment from the knower and the known (A.Mbembe). As proposed by William Paul Simmons, Sophie S. Alves, Danlei Chen, Leonard Hammer in their project for decolonial pedagogy (2022), the goal of decolonial education is to “dismantles these barriers, creating a tapestry of knowledge that reflects the interplay of realities, cultures, and ideas. These engagements challenge traditional power dynamics and bridge the gaps that have historically divided societies, nurturing a sense of togetherness that transcends borders” (Simmons,S.Alves, Chen, Hammer, 2022).
Understanding the interrdepedency means understanding learning processes are living systems that are composed of people, bodies, times, objects, landscapes, weather, memories, language and so on. These learning processes as living entities have the potential to move, multiply and expand through other, new elements, in a rhizome-like form.
OUR PARTNERS
