collective self-education in the arts and culture…

SUMMER SCHOOL DESCHOOLING CLASSROOM(o^o) :: 16-22 August 2009 :: Ohrid (Macedonia)




19:00 Dinner

20:15 Introductory word: organisers

20:30 Opening lecture: Goran Stefanovski


10:00 – 13:00 Presentations: participants
Moderator: Ana Vujanović
The session consists of 10-minute presentations of each participant of the School. It can include personal portfolio, resuscitation fields of interest, as well as proposals of possible programs the participants want to propose to the others during the School. All formats are possible, as well as video and audio media.

13:00-16:30 Lunch, leisure time

16:30-18:30 Presentations: participants
Moderator: Marta Popivoda

18:30-20:30 Dinner, break

20:30-22:00 “The biopolitical and necropolitical space of EU (2)”,
lecture and discussion: Marina Gržinić


10:00-13:00 “Where Do We Stand? De-Coloniality of Knowledge”,
workshop: Marina Gržinić

13:00-16:30 Launch, leisure time

16:30-19:00 Time and space for programs by the participants

19:00 Dinner, break

20:30 Evening events:
• 20:30-21:00 “Dictionary of self-education – 1. Deschooling”,
sharp thoughts: Ana Vujanović (with sparing partner – Marina Gržinić)
“Sharp thought” is meant as 30-minute format of public talk. It consists of short lecture / presentation of a concrete topic (in this case a concept from the dictionary) by a presenter, following with brief polemic with a sparing partner who contests it.
• 21:00… Film projection with discussion and/or other programs proposed by the participants…


10:00-11:30 “Self-organisation as method of art production”,
presentation/lecture and discussion: Dmitry Vilensky

11:30-13:00 Time and space for programs by the participants

13:00-16:00 Lunch, leisure time

16:00-19:00 “Self-organisation as method of art production”,
workshop: Dmitry Vilensky

19:00 Dinner, break

20:30 Evening events:
• 20:30-21:00 “Dictionary of self-education – 2. Post-pedagogy”,
sharp thoughts: Ana Vujanović (with a sparing partner, Jelena Vesić)
• 21:00… Film projection with discussion and/or other programs proposed by the participants…


10:30-12:00 “Where the Internet came from, and why this ship is full of ‘pirates’?”,
lecture and discussion: Vladimir Jeric Vlidi

12:00-13:00 Informal talk about the working groups of (o^o) 2009/10
Moderator: Iskra Geshoska
The participants of (o^o) project 2009/10 are supposed to express their fields of interest proposed as topics for possible working groups.

13:00-16:30 Lunch, leisure time

16:30-19:00 Time and space for programs by the participants

19:00 Dinner, break

20:30 Evening events:
• 20:30-21:00 “Dictionary of self-education – 3. Ignorant Schoolmaster”,
sharp thoughts: Ana Vujanović (with a sparing partner, Dmitry Vilensky)
• 21:00… Film and/or other programs proposed by the participants…


10:00-10:30 “Dictionary of self-education – 4. Critical pedagogy”,
sharp thoughts: Ana Vujanović (with a sparing partner, Iskra Geshoska)

10:45-13:00 „(o^o) working groups”, talks in groups
Moderator: a participant
The participants of (o^o) project 2009/10 will talk in smaller groups, according to the previously expressed interest, focusing concrete topics as well as formats of collaborative works during incubator and time-share campus…

13:00-16:30 Launch, leisure time

16:30-19:00 Time and space for programs by the participants

18:00-19:00 „(o^o) working groups”, talk with conclusions
Moderator: a participant
The session is dedicated to articulation of the working groups (o^o) project 2009/10, including fields of work and ways of collaboration. These conclusions are not final, as they will be presented to the other participants of the project who do not attend the School, but should be the basis of future work in the project.

19:00 Dinner… informal talks…

Open Call for Participation at the :: SUMMER SCHOOL DESCHOOLING CLASSROOM(o^o) :: 16-22 August 2009, Ohrid (Macedonia)

related concepts and terms: research, no rx art practice as research, experiment, de-institutionalization, deschooling, self-organization, methodology, open source

Current cultural-artistic initiatives and conditions of work at the independents scenes today require new formats of education, learning, knowledge production and sharing, that go beyond models established in official educational institutions. As the scenes grow, the formats become more articulated and organized, thus emphasizing the importance of the process of self-organized learning in collective instead of gained amount of knowledge as the result of this process. Besides, the articulation of the formats render their methodologies available for sharing, further applying and/or improving by others. It also prevents us from over-enthusiastic understanding them.

Among characteristic organized formats of work in collective self-education, one can find: workshop, laboratory, working group or workgroup, and reading group.

Workshop and laboratory, as we know them in contemporary art and culture, are similar formats, sometimes considered variants. Moreover their etymology is the same – both are about “work” or “labor”. However, they are not the same nor at practical neither on conceptual level.[1]

Workshop is the most often about skills or similar particular (piece of) knowledge. It is realized as organized passing on of certain technique, specific knowledge, skill, experience, or method. Workshop is led by a workshop leader (up to 3) who already has or knows that technique, skill etc, and includes several participants who are interested in it. In collective self-education, a group gathered around common interest or aim is the one who invites certain workshop leader according to its concrete need. Workshop is framed in time, and it usually lasts from one day to one week. Laboratory is meant as wider and less organized infrastructure for artificial providing optimal conditions for experiments, discussions, and creative processes of a group of collaborators. An educational laboratory shouldn’t be led; it rather gathers horizontally collaborators in a cultural-artistic process in order to put certain subjects in question, to test methods, or to try new solutions and ideas. Therefore, there is usually a moderator or facilitator – instead of leader – of the laboratory. Laboratory can be realized without predetermined duration, as an open process, but because of economic reasons it is actually a rare case and it usually appears as a problem-solving format.

Speaking conceptually, although work is starting point for both workshop and laboratory, it is treated differently. Work-shop (in previous periods connected with crafts) is about “selling and buying” knowledge that can be integrated in future work of the participants. On the other hand, laboratory (from lat. laborare > laboratorium “a place for labor or work”) is about improving the work through extending knowledge about it, inventing it, questioning it, or destabilizing its premises by putting it into an experimental situation.[2]

Working group in the addressed field is a community gathered around common educational aim: particular task, research project, problematics, topics… It is temporary format motivated just by the aim, and after it is completed working group disintegrates. Number of members, their roles, as well as duration and organization of a working group depend on the very members and type of the aim. In the situation of collective self-education this format implies a “post-pedagogical” shifting the roles of those who know and those who are taught, those who ask questions and those who give answers. In that way each member of the group can learn from the others and learn them, orient the work of the group and follow the stream proposed by someone else. Because of the complexity caused by multi-directional “togetherness” of educational process and one predetermined aim on the other hand, working group requires precise organizational structure and decision-making process. Otherwise it can easily transforms in standard hierarchical educational or research situation.[3]

Reading group is also a temporary educational community, but whose work is intellectually orientated and focused on studying certain literature. It is usually not motivated by a particular task or aim, but by common field of interest and will to research on it by reading, discussing and thinking in a collective situation (but without a request for togetherness). Typical form of work within reading group is “seminar”. It is practiced also in official high education, when a group of students self-organize themselves in order to read together certain book or author. This kind of work concentrated around written material implies Rancierean horizontal educational situation, where “the book” is material artifact that engages directly all present intelligences in equally valuable understanding and interpreting it.[4] From the process of work within a reading group who benefits the most are the individual participants, who can work separately from each other and whose collaboration within the group don’t necessarily requires solidarity or common vision of cultural or artistic practice. However, it can be a starting point for certain group work or action in future.

[1] See more about art practice as research, laboratory and experiment in contemporary art in Ana Vujanovic: entries “Reasearch, Laboratory/Experiment”, and “Open Work”, Performance Research: Lexicon, vol. 11/ no. 3, Routledge, London, 2007.

[2] See more about popularity of research and labs in contemporary performing arts in Mårten Spångberg: “Overwhelming, The Doing of Research” (manuscript), 2006.

[3] See more in Oxana Timofeeva, “From the ‘Inoperative Community’ to the ‘Workgroup’”, at, May 17, 2009 / “Od ‘neoperativne zajednice’ do ‘radne grupe’”, TkH, no. 13, Belgrade, 2007.

[4] More precisely it is the situation of professor Jacotot; see: Jacques Ranciere, The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation, Stanford: Stanford University Press, 1991.


The summer school Deschooling Classroom is a consisting part of the three year project on collective self-education in the arts and culture Deschooling Classroom(o^o). The project is organised by TkH (Walking Theory) platform for performing arts theory and practice from Belgrade ( and the organization Kontrapunkt, this
from Skopje (, online
with the financial support of the Swiss Cultural Programme in the Western Balkans.

TkH and Kontrapunkt announce the call for participation at the one-week Summer School Deschooling Classroom project for collective self-education. The Summer School programme comprises of different activities such as lectures, workshops, seminar readings in groups, discussions, film projections, and other events related to the issues of self-education and self-organisation in the context of alternative education in arts and culture. The Summer School is aimed to students, cultural workers and emerging professionals in the fields of contemporary art and culture from Serbia and Macedonia and elsewhere.

Deschooling Classroom Summer School and the project in general address the contemporary independent cultural scenes in the region and aim to research and promote alternatives to the hierarchical models of education in the art and culture. The project moves away from the concepts of individual authorship and expertise and advocates open collective educational structures where self-organised communities facilitate horizontal production, exchange and distribution of knowledge.

The Summer School Structure

Besides the attendance at the open lectures, reading seminars, film projections and the other events that are carefully organised during the one-week programme to take place in Ohrid, Macedonia (16-22 August, Hotel Park), the participants will go through an intense process of collective self-education and simultaneously will develop collaborative cultural initiatives throughout the workshops of the working groups.

The programme activities were created according to the various themes and fields of interest of the participants in the one-year project such as: self-education and self-organisation in curating of visual and non-visual arts, interdisciplinary dramaturgy, free software and open source technology, etc.

According to this, the open programmes will be lead by various invited guests and collaborators, such as Marina Gržinić (SLO/A), Dmitry Vilensky (RU), Goran Stefanovski (MAC/GB), Vladimir Jerić (SRB), Ana Vujanović (SRB), as well as by the others involved in the project.

All open programme activities are in English language. The language of the events and meetings organised by and for the very participants depends on the structures of the participants involved (it can be English, Serbian, or Macedonian).


Both individuals and groups can apply.

Any discrimination on ethnic, gender, generational, sexual, religious, etc. basis is not accepted within this project.

Please send your application consisting of:

  • narrative biography (up to 500 words);
  • one page motivation letter, with indicates field of interest; and
  • your contact (email and cell phone).


Deschooling Classroom ::

Deadline: August 10, 2009.

The decisions will be announced to the applicants by August 11, 2009.

Please note that anybody can apply to participate the Summer School. The participants of the one year project Deschooling Classroom are automatically involved in the School, and do not need to apply particularly for the Summer School. The applicants who want to take part only at the Summer School and did not apply or were not admitted during the open call for the one year project Deschooling Classroom, do not pay participation fee. They need to pay only 228 (for double room) or 252 € (for single room) that covers the accommodation and full board for six days in Hotel Park. The project team can organise their stay in Ohrid, together with the other participants.

For further information please visit:, or contact us at:

Contact person: Vladimir Jankovski ++ 389 75/441763

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