“What matters is creating relevant forms of togetherness between practices, both scientific and non-scientific; finding relevant ways of thinking together” (Stengers, I. Another Science Is Possible, 2018. P.145).

The Deep Field Project supports ingenuitive approaches to creative artistic-research as well as engaging with interdisciplinary education through the development and delivery of seminars, workshops and critical excursions. These educational activities and events are organised with themes of Experimentation; Expanded Reading; Community; & Decolonial Thought.

Experimentation is key to developing collective and individual pedagogic practices that attend to the specificities of the field of contemporary art and the quickly growing focus on art as research in the age of the Anthropo/Capitalo-cene. An experimental pedagogical research environment seeks to be heuristic and applies various methodologies, exercises and programs to achieve this.

At the Deep Field Project practices of expanded reading can include engaging with films, exhibitions, magazines, records or albums, artistic archives, architecture, as well as literature, research papers and policy documents. Readings, in an expanded context, also fundamentally includes sites, machines and landscapes; creatures, forces and entities; networks and assemblages whose agencies impact the social, political, and cultural pluralities of worlds we collectively share and inhabit.

The Deep Field Project understands that the future of critical artistic research will have to foster work in relation to ongoing global crises which demands an adaptable research environment with careful community building. Developing a healthy research environment includes asking how this community can become a space where people are eager to participate, to learn and to share. For interdisciplinary pedagogical work between arts and sciences this often requires a flattening of the epistemic hierarchies. This is sought through the community building practices that focus on shared global and local challenges, problems, and matters of conncern.

The pedagogical innovations of The Deep Field Project are fundamentally interested in confronting global, planetary crises and developing creative and artistic responses and practices to meet and address them in interdisciplinary settings. Investigators at the Deep Field Project understand that the core of many of these global crises is fundamental and systemic inequality that must be addressed and remediated if any sustainable future change is to emerge and be maintained. This is why a decolonial and intersectional understanding and situating practice is often inherent to our experimental pedagogical forms.

The Deep Field Project’s growing and vibrant pedagogical innovations develop an ethics of experimentation and risk; foster practices of expanded reading and engagement with a variety of research materials; builds, strengthens and performs community; and explores and interfaces with questions of decoloniality and intersectionality especially in relation to research dialogues on the Anthropocene and other systemic planetary crises.

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