Education collectives: Tracing self-organised collective practices in an institutionalised art world

dc.contributorAalto Universityen
dc.contributorAalto-yliopistofi
dc.contributor.advisorTervo, Juuso
dc.contributor.authorLaube, Ieva
dc.contributor.departmentartmedfi
dc.contributor.schoolTaiteiden ja suunnittelun korkeakoulufi
dc.contributor.schoolSchool of Arts, Design and Architectureen
dc.contributor.supervisorTervo, Juuso
dc.date.accessioned2023-06-25T15:05:43Z
dc.date.available2023-06-25T15:05:43Z
dc.date.issued2023
dc.description.abstractMotivated to seek different ways of working and practicing education apart from the bounds, hierarchies and limitations of art institutions, educators and practitioners engaged in pedagogical work have self-organised into collectives that work aside from institutions. However, many of these collectives still engage and work with institutions, blurring the boundary between the institutional and the self-organised. This research delves into the less-explored phenomenon of self-organised education collectives to seek knowledge on how education collectives form and self-organise their practice while navigating the interdependent relationships with art institutions, and how the collective, self-organised way of working influences their education practice. Employing conversation as the main methodological approach of inquiry, I engaged in in-depth conversations with three education collectives: Invisible Pedagogies (Pedagogías Invisibles), microsillons and trafo.k. By defining and discussing four structural elements of self-organised practice: situating, practicing, assembling, and sustaining, this study explores how collectives situate their practice in relation to institutions, how they form and organise themselves, and how they sustain the multitude of practical, financial, emotional, and social aspects of collective practice. This research illustrates the multi-layered entanglements that exist between self-organised and institutional practices and the contested, ambiguous landscape that collectives are situated in. It brings forth the challenges that educators face working both aside and within institutions, the various models that self-organised collectives have adapted to sustain their practice and the fascinating connection between critical education and collective practice.en
dc.format.extent77
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttps://aaltodoc.aalto.fi/handle/123456789/121834
dc.identifier.urnURN:NBN:fi:aalto-202306254199
dc.language.isoenen
dc.programmeMaster’s Programme in Nordic Visual Studies and Art Education (NoVA)fi
dc.programme.majorfi
dc.subject.keywordcollective practiceen
dc.subject.keywordeducation collectivesen
dc.subject.keywordself-organisingen
dc.subject.keywordcritical educationen
dc.subject.keywordcritical gallery educationen
dc.subject.keywordeducational turn in curatingen
dc.subject.keywordart institutionsen
dc.subject.keywordinstitutional structuresen
dc.titleEducation collectives: Tracing self-organised collective practices in an institutionalised art worlden
dc.typeG2 Pro gradu, diplomityöfi
dc.type.ontasotMaster's thesisen
dc.type.ontasotMaisterin opinnäytefi
local.aalto.electroniconlyyes
local.aalto.openaccessyes
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