In most contexts of learning, what matters is what is passed on, what knowledge or information it is that is being consolidated. Performative learning instead focuses on how an individual or community learns, how knowledge is many things and that the purpose is to allow the engaged persons to develop agency, a sense of confidence, in and through themselves.
Through different forms of engagement in learning, homogenising tendencies can be opened up and awareness can be experienced in regard to privilege, diversity, power and accountability. Alternative and non-hierarchical learning context is not a matter of being nice, but instead to make possible for the engaged individual to continue his, her or their struggle.
Today we live in societies where knowledge, information and data are central and imply enormous economies. Where learning is an ongoing practice that is imposed over us and required in every field as a necessary accumulation of information. In this reality, it is more urgent than ever to insist on forms of learning that are wild, non-aligned, slow, frustrating, shared and forgotten. Learning and knowledge, as in creating one’s own learning, means to carry the power to create communities, solidarity and to stand united.
In the form of a conversation between Silvia Bottiroli, Marten Spangberg and the curatorial team of Salmon, this opening session sheds light on different perspectives on learning and asks questions about how art can offer safe environments, places where freedom can be practised and alternative ecologies of learning can flourish.