Early roadmap

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Notes Gary Hall: collaboration often co-opted or understood as a means to an end.(Pirate Philosophy) Not to be more efficient, but to being confronted with other voices, bodies... learning to be with each other)

Janna's text: no binary between representation and non representation in galleries.


Summary of projects and submitted material



AND Publishing Library of Omissions and Inclusions The Piracy Project Let's Mobilise: What is Feminist Pedagogy? Boxing and Unboxing

Published (fixed)

Confronting Authorship, Constructing Practices – How copyright destroys collective practice (chapter) One publishes to find comrades (chapter)One publishes to find comrades (chapter)UND statt ODER – die Anatomie von UND (interview)Radical publishing practices ask for radical librarianship (twitter thread)Dear Hannah (pamphlet)Library Underground – a reading list for a coming community (chapter)Socialising Archives: The Piracy Project (chapter)Outside the Page (chapter)Let's Mobilise: Revisited (working title) (chapter)

Discursive (unfixed)

Survey of the field

Reflection and theorisation of projects


1 Introduction

2 Summary of projects and submitted material
2.1 Projects
2.1.1 AND Publishing
2.1.2 Library of Omissions and Inclusions
2.1.3 The Piracy Project
2.1.4 Let's Mobilise: What is Feminist Pedagogy?
2.1.5 Boxing and Unboxing
2.2 Published (fixed)
2.3 Discursive (unfixed)

3 Survey of the field

4 Reflection and theorisation of projects

5 Analysis

6 References

Introduction What is the enquiry about

What are the possibilities within these operations to realise or to do Feminist / Emancipatory / Critical -Political “praxis” (i.e., a working-thinking-doing-speaking) both within institutional frameworks and outside/between institutions i.e., not simply a solo run)? To answer this question entails taking actions (e.g., setting up a reading room situation; doing publications etc.) and reflecting upon these actions in differing forums or with different constituencies and then testing these action-reflection-s against a criterion of “feminist /emancipatory/political” field of expanded publishing, what are the blockages, what are the possibilities? to anwer taking action, responding, acting, contextual,

context of the enquiry

What are the operations that are specifically addressed? What are the blockages to realizing a Feminist / Emancipatory / Critical -Political “praxis” within the existing operational models – authoring, publishing, disseminating, cataloguing, taxonomies, librarianship models, course reading lists, pedagogical uses of published works and publishing … these moments not necessarily separate … diagnosis of the problem What do we mean by a Feminist / Emancipatory / Critical -Political “praxis” OR what would the effect of this look like? If a praxis is emancipatory what would show that it is so? enclosure / injustice – metadata restrictions…

  • list identifying the submitted materials

is the contetualising..... the material includes: a list, describes what is in the box. chapters, papers, ephemera, (documenation of worksshop/representations)

II) The state of the art in this domain/expanded description of field of operation/literature review

What has already been proposed by others in this space? A set of examples authorship, publishing, librarianship, cataloguing, pedagogical Other practices, that make a claim to be critical, feminist etc....., historical taxonomy, certain way of thinking, theoritical.

An observation we can make here: Artists moved into publishing to exit or bypass certain perceived limitations of the dominant art system institutional frame but historically these practices have been (re-captured or re-anchored or re-integrated or co-opted or re-located ) into the current dominant art system institutional frames: an attempt at emancipatory action is seen to fail in some important sense) Another observation: Open access … dominant paradigm: standard model, describe: divison of labour, authorship, design, distribtion, how this has been contested/challenged by artists, activists

III) What are the experiments that have been done by you? (expand on list above)

How have these practices been simultaneously theorized/reflected? Description of how each “experiment” (work/publication/presentation/event) proceeds from the previous “experiment”… summary , listing, pointing to the writings, previously published chapters, extended version of an abstract don't get lost in detail, keep overview, first pass of description

IV) Analysis

What possibilities have been accessed or opened up or demonstrated? Based on these experiments can we outline a transferable model or set of principles or operational guide … that could be implemented by a variety of institutional actors?

  • art practice?
  • cultural practice
  • knowledge work

List of “operations”

  • “Alternative” publishing and dissemination strategies
  • “Alternative” reading practices
  • “Alternative” writing practices – “collectively authored”
  • “Alternative” library models
  • pedagogical models
  • knowledge work
  • institutional frameworks or models of practice in publishing / dissemination / reading /cataloguing / providing access
  • using “publications” within pedagogical processes…

V) Where is the enquiry located?

  • Contemporary art field in a wide sense
  • Within the context of educational turn
  • Triangulating across A. Publishing B. Education C. Institutional cultures
  • Variously intent upon realizing a Political practice Feminist practice Emancipatory practices
  • “Alternative” is a place holder for something about locating the practices with a political agenda or project that draws
  • upon ideas of doing Feminist / Emancipatory / Critical -Political work/actions

VI) Based on these experiments can we outline a transferable model or set of principles or operational guide? …that could be implemented by a variety of institutional actors?____________________________________________________________

How will the project submission be structured ?

  • A “capa”
  • and set of published texts;
  • set of exhibited works;
  • set of pedagogical interventions;
  • set of other actions

The capa

  • identifies what is in the list of submitted materials
  • establishes the general context of the contribution
  • describes the way the contribution(s) have been realized / made
  • asserts the significance of the contribution to its wider field(s)
  • indicates future direction for further research