U okviru 6. Subversive Foruma – Balkan Open, pozivamo Vas na:

panel Centra za ženske studije: Feminističko obrazovanje i njegova praksa u vrijeme prekarnosti

nedjelja, 12.05., 16.30h-18.00h, dvorana II, ZKM

Feminističko obrazovanje i njegova praksa u vrijeme prekarnosti / Feminist Education and Its Left Practice in Time of Precarity

Panel će problematizirati temu formalnog i neformalnog obrazovanja u kontekstu neoliberalne ideologije i povlačenja države iz sektora obrazovanja. Cilj je sagledati spolne/rodne relacije različitih obrazovnih politika, utjecaj mjera štednje na studentski život i rad na akademiji i ponuditi feminističku analizu komercijalizacije školstva i uopće privatizacije javnih dobara. Osnovni cilj je sistemski razmotriti obrazovni sustav, analizirajući njegove klasne i spolne koordinate. Pokušat će se usporediti epistemološka pozicija feminističkih tema na sveučilištima ali i rodnim/ženskim studijima uslijed prekarnog rada i neplaćenog/potplaćenog rada u vidu vanjskih suradnji na sveučilištima radi kadrovskog deficita kad je riječ o ”stručnjacima” za feminističku teoriju. Zanima nas što za feministički pokret znači integriranje feminističke teorije na sveučilište te kako održati političnost feminizma. Na koji način izbjeći depolitizaciju feminizma, nedostatak političkih alternativa postojećem sistemu proizvodnih odnosa te isključivo usmjerenje na kulturne prakse. Opet, kako održati borbenu oštricu feminističkog aktivizma bez zalaženja u antiintelektualizam i gubitak šire perspektive društvenih procesa. Jedan od ciljeva panela je smještanje feminističke prakse u kontekst šire borbe za socijalna i materijalna prava građana/ki koje razvijaju progresivne i emancipatorske potencijale radničke klase.
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The panel will address issues of formal and informal education in the context of neoliberal ideology and the withdrawal of the state from the education sector. The goal is to investigate the sex/gender relations of various educational policies and the impact of austerity measures on student life and on work in the academia, as well as to offer a feminist analysis of the commercialization of education and the overall privatization of public goods. Our main ambition is to provide a structural examination of the education system, focusing on the coordinates of social class and sex. We shall attempt to assess the epistemological position of feminist topics in universities as well as in women’s/gender studies under conditions of precarious and unpaid/underpaid work, such as external associates who are employed on fixed-term contracts due to staff shortage when it comes to ‘’experts’’ in feminist theory. What interests us is what the integration of feminist theory into the university would mean for the feminist movement, and how we can retain the political aspect in feminism. How to avoid the de-politicization of feminism, the lack of political imagination and the exclusive focus on cultural and identity practices. At the same time, how to maintain the critical edge of feminist activism without falling back to anti-intellectualism or losing sight of the broader context of social processes. One of the principal aims of the panel will be the positioning of feminist practice within the broader context of struggles for social and material rights of citizens developing progressive and emancipatory potential of the oppressed.

Govore/Speakers: Jelena Petrović (Srb-Slo: Red Min(e)d), Mario Kikaš (Hr: Akademska solidarnost), Biljana Kašić (Hr: Filozofski fakultet Sveučilišta u Zadru, Centar za ženske studije), Jasmina Husanović (BiH: Filozofski fakultet Univerziteta u Tuzli) i Damir Arsenijević (BiH: Filozofski fakultet Univerziteta u Tuzli)
Moderira: Tina Tešija, Centar za ženske studije, Zg

Sažeci/Abstracts

Mario Kikaš:

O ćorsokacima u liberalizmu u obrazovnoj politici

Ako danas uvodimo u raspravu pitanje „feminističkog obrazovanja“, onda uvijek govorimo o razinama obrazovnog procesa visokog školstva ili pak njegove neformalne verzije poradi nemogućnosti institucionalizacije u okvirima akademije. Međutim, iskoristio bih ovu priliku i „uputio pogled“ prema onim razinama obrazovnog procesa koji u raspravama o obrazovnim politikama u ovakvim prilikama bivaju često izuzeti, a onda i prepušteni (olakim) manipulacijama. Drugim riječima, pitanje koje postavljam je vrlo jednostavno: što se to dešava u našem osnovnom i srednjem obrazovanju i koje su reperkusije postojećih i preživjelih politika što u zamišljenim što u već odavno primjenjivanim kurikulumima. Zašto je upravo taj sektor postao prostor „djelomičnih rješenja“, a onda i prostor ideološke borbe koja to nije i zašto ljevica, kakva god bila, šuti o tome?
Dvije naočigled odvojene političke odluke: uvođenje zdravstvenog odgoja u škole kao i novi zakon o dadiljama uz terminološke kolizije, zapravo ukazuju i na određenu političu tektoniku koja je možda i prije bila jasna, ali je nismo toliko uočavali. I dok aktualna lijevoliberalna vlada donosi zakone i mjere kojima se sustavno uništava inistitucionaliziran sustav odgoja i obrazovanja (npr. Zakon o dadiljama), paralelno tobože vodi bitku s klerikalnom desnicom o pravu države na udjelu u odgoju djece. Paradoksalno, ali zapravo svojstveno svakoj politici koja ne vodi progresivnu ekonomsku politiku i kani voditi bitku u „kulturnim ratovima“ tupim oružjem. Ovakva liberalna pozicija u sukobu s desnicom (u kakvim god oblicima bila) je osuđena na upisivanje još jednog poraza.

Biljana Kašić:

Feminist hope? Against the “capitalist ‘good life’ fantasy” (L. Berlant)

The idea of my presentation is to explore how and to what extent the subversive aspects of feminist knowledge can be a resistant site against the ongoing normalization of precariousness.
In my presentation I will start with a few points that mark and contextualise the Croatian situation:
• During the last decade Croatian academic institutions have taken on a significant role in the production of cognitive capitalism and increasing precarization tendencies, either through following the leading hegemonic discourse in politics, economy and neoliberal production of knowledge or not creating a critical analytical framework concerning these trends,
• The majority of NGOs due to their financial dependency on various kinds of donors and their imperatives, apart from ignoring the problem, have as a rule, an ambivalent role in articulating critiques against various forms of precarization,
• Critical conversation concerning these tendencies similar as in other countries has taken space more often within art (feminist) practice than in “political, social or (…) academic contexts” (I. Lorey).
Taking into consideration feminist education and the production of feminist knowledge and the fact that feminist scholars are becoming a part of the mass of disposable workers, both within and outside academia, I will address some of the concerns and paradoxes relating to the issue of precarity and precariousness. How does a discourse of feminist as liberating education go together with precarity politics and precarious conditions women face nowadays, and what ethically obliges us around that to act? How to deal with the tension between precarization and self-precarization among feminists? Which ways of engagement can be productive in the situation of normalizing precariousness and simulation of gender equality through the normative mechanisms of governance and depoliticization of feminist discourse? How to articulate differences in our precariousness and, on the other hand, how to translate feminist agenda to “precarious generation” (Bourdieu), and by which methods? How to resist the new capitalist myths about the need of women’s “part-time” jobs and how to struggle for women’s economic independency? How to fight an “ontology of individualism” (Butler) as a neoliberal premise and how to create productive alliances with trade unions, artists and workers in order to widening the field of political possibilities?, are some of the questions which will be posed.

Jelena Petrović:

Feminističko obrazovanje i prekarni rad

U okviru panela feminističko obrazovanje i prekarni rad krenuću od koncepta nemogućnosti ženskih studija (Wendy Brown), jer zapravo onako kako su postavljene 90tih godina odustaju od promene tradicionalnih modela produkcije znanja u ime reforme i komodifikacije u okviru neoliberalnog modela svih mogućih obrazovnih matrica, u kome su ženske studije samo jedna od mogućih i to najčešće fakultativnih opcija. Pitanje je, pre svega, strukturno, a ujedno i bazično: šta zapravo predstavljaju ženske studije danas i da li one kao takve treba da postoje? Odnosno, kako danas možemo da postavimo feminističko obrazovanje kao materijalnu paradigmu društvenih promena i ženske emancipacije? I samim tim zajedno razmislimo o konceptu i ulozi feminstičkog obrazovanja danas. S tim u vezi otvaraju se i pitanja kritike bolonjskih studija, javnog obrazovanja, samoobrazovnih i samoodrživih modela produkcije znanja, I pitanja nužnosti, pre svega, prava na besplatno obrazovanje i plaćen rad u okviru istog. Različiti oblici prekarizacije i fleksibilizacije rada u obrazovanju (projektni, honorarni, gostujući i sl), birokratizacija vrednovanja naučnog rada (sistemi habilitiranja i ocenivanja istraživanja, publikacija i sl) i s tim u vezi akademski oportunizam, kao i urušavanje socijalnih prava I politika (naročito kada su u pitanju reproduktivna politika i uslovi rada za žene sa decom, naročito samohranih majki) upućuju na nužnost radikalnih zahteva za promenu modela rada savremenog kapitalizma koji posao izjedačava sa životom, odnosno svakodnevni život pretvara u sredstvo i cenu rada, specijalni odnos koji ujedno znači i internalizovanje i privatizaciju posla. S tim u vezi, možemo se jasno suočiti sa anti-radnom politkom i post-radnim imaginarijima, odnosno sa nužnošću redefinicijerada, tržišta rada i svakodnevnog života i njihovih međusobnih relacija pozivajući se, u ovom slučaju, na Kathi Weeks.

Damir Arsenijević and Jasmina Husanović:

Double-take BiH: Materialist lessons for feminist classrooms

In this collaborative talk, we shall focus on the relationships between feminist and leftist practice and new public classrooms as they have been materialised in Bosnia and Herzegovina (BiH) in the past several years. Thus, the double-take in this much-needed discussion today:
• to uncover the blind-spots of dominant feminist and leftist perspectives on BiH, which are politically debilitating and which further dissolve our critical capacities for thought and action, and
• to insist on producing “practical hope” (Williams) in the context of “terror as usual” (Taussig), which is the “real state of emergency” (Benjamin) that feminism must produce today.

Some of the themes we will examine through concrete case studies entail: precarious labour, exploitation and public universities; matrices of ideologization and alienation in the field of knowledge production; practices of colonial appropriation of bodies, voices, and spaces under the multiculturalist apartheid; the production of hope after genocide and felicitous spaces for solidarity that reassemble the dismembered intellectual life. The examples from everyday life we will draw on are: DITA factory protests; current position of women who were subjected to sexual violence during the war and the post-genocide apartheid in Prijedor; BiH labour servicing wars in Iraq and Afghanistan; and new critical pedagogies as developed within the collaborative platform Studije Jugoslavije initiated on Konjuh in 2009. This is all in search of new forms and genres of public classrooms as interventions which engender “emancipated community…of storytellers and translators” (Ranciere) between experiences and critical insights, materialising the praxis which traverses the neoliberal/identitarian theatres of cruelty (Giroux) in everyday life and knowledge production in BiH.