I will take part in a three day event FL∆G: re-turning the educational turn at Chelsea College of Art and Design

Education is increasingly a key concern for contemporary art practice and its exhibitionary institutions; recent events include PARADE, Documenta 12 and United Nations Plaza, or Transpedagogy: Contemporary Art and the Vehicles of Education at MOMA, and events covened by the Serpentine and Hayward Gallery like de-schooling society, could all be defined as art turning educational.

On the one hand, claiming pedagogic practices as a form of art for exhibition could be seen as a way of idealising art education, or as an attempt to aestheticise education for exhibition. On the other hand, it could be seen as a form of engaged, dematerialised and participatory art practice. Regardless of the hand we choose, the proliferation of interest in the educational turn, demonstrates a new and widespread interest within exhibitionary institutions, art practice itself and sites of art education for self-reflexion.

I contribute to Critical Practice, a cluster of artists, researchers, academics and others, supported by Chelsea College of Art & Design, London.

We are collaborating with Kuba Szreder, a freelance curator from Warsaw,  on an international conference exploring the contested, and increasingly relevant to topic of ‘publicness’ or 'being-in-public'. We are working towards Parade (working title) a conference and series of events in the beautiful Rootstein Hopkins Parade Ground at Chelsea, opposite Tate Britain in central London – 4 minutes from the Houses of Parliament. Parade is scheduled for May 2010.

We intend to explore different conceptions of publicness - historical, cultural, architectural  and digital, as represented in Eastern and Western Europe through the contrasting experiences of Poland and Britain.

I took part in a student initiated symposium on Collectivity, Collaboration, and Cooperation Friday 30th January at Chelsea College of Art and Design, in London.

It was chaired by Bernice Donszelmann & Paul McGee

I tried to look at how cooperation might be different from collaboration and I used Critical Practice – a cluster of artists, researchers and academics (of which I am a part), as an example.

I'm interested in cooperative and collaborative art practice, in issues of access and participation, the impact of digital technologies and social exchanges like generosity and friendship. I recognized that these themes provide tools to enable me to think through, and think differently about the conventions of art's authorship, its ownership and distribution.