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We looked at questions of power among Martens and the Congolese, and how did this project respond, if at all, to the current critical political situation in DRC? How different was it from market-based art world and in what ways was it able to tackle economic and social inequalities? Making art as a process of creating commons responds to several FPE analytical interests in terms of scale, gender, intersectionality, emotions, power and subjectivities.

In addition to this learning from a community economies perspective a gendered and racialised awareness illuminated by an FPE perspective was depicted in the images and discussions on care work, migrant work in Europe, the inequalities among North and South, along with the hopeful images of community groups of environmentalists pushing away the melting iceberg image.

The discussions across different country experiences, and how it was to be a non-European student in a racist landscape. In The Netherlands students described the emotional shift from being part of an educated elite to migrant people of colour.

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In Rome being racialised in the streets was described as one of the most negative embodied experiences for the students as well as their concern at the conditions of families living in the migrant hostels. How the intersection of colonial past and present class, race and gender are played out in transnational projects including transnational university projects is important from an FPE perspective given the different kinds of subjectivities and related performances Lara et al.

In the exercise of drawing their economies and discussing possibilities of collective change students were actively expressing their agency aware of different meanings of economies, communities and their own agency in being able to act. They were actively constituting themselves as political and knowing agents—with expectations that their actions back home could have the potential to bring about political and economic change.

This sense of agency and sense of political engagement contrasts with the DRC project where the DRC members of the cooperative were the making themselves and their lives objects for sale in the European market. The dismay of the students from DRC about the idea of selling chocolate heads led to them questioning the claims of Martens to be cleverly challenging transnational economic art practices, but rather saw it as a graphic continuation of colonial racism.

From an FPE perspective, commoning in international spaces such as university classrooms offers possibilities to take up local and global responsibilities to others through affective relations with those around you. Integral to this sense of responsibility is to look at how power intersects as people consciously aim to create new commons that transform current economic and socio-natural relations attentive to gender, race and class Nightingale and Ojha Commoning as the students clearly depicted in their images takes into intersectional diversity, class and gendered economic activities.

Working in the classroom with images made by students broke down disciplinary boundaries around how who is the expert and what it is we need to know about our environment and economy and culture in order to bring about change. It helped students to acknowledge emotions about deep injustices and also to explore what is possible. Drawing together in the workshops helped us to deal with our emotions, specifically our sense of helplessness in the face of the social and environmental changes we are experiencing, fearing and living through. It helped us to rethink our sense of boundaries between our individual selves, communities and the environment.

Modernity teaches that our fears and emotions are experienced in the mind due to hormones or something rational and measurable Taylor Our modern psychic concerns can be explained by rational explanations so we feel relieved and divorced from the physical or material thing Bennett ; Healy ; Siltanen et al. In this article I have brought into conversation FPE, community economies and commoning in a study of using art to build an emergent commoning process in the international classroom context. I have explored how international classrooms can be places for pleasure, hope and change.

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Making art in the classroom can be one way that commoning contributes to a reinvention of shared social practices that could lead to a greater sense of responsibility for the future of all life on the planet Singh Using the iceberg diagram in the workshops in Bolsena and The Hague illustrates how it is possible to rethink economies, environments and connections through making art that helps students to reclaim their knowledge about economic and ecological relations.

Students were able to find hopeful ways to understand their everyday economies and livelihoods in a process of emergent commoning in the classroom. Such engaged pedagogy helps students to question the core assumptions of the mainstream economic development discourse and explore values which promote life-affirming principles Madge et al.

Commoning, in the way I have discussed it in the article, is the politics of hope through engagement with others who share commitment for change, learning how to envision and practice responsibility and engagement with human and non-human others. Accessed 20th August Accessed 26 October There is in addition a vast literature in various languages which documents colonizing-decolonizing struggles of various universities in different contexts Wekker et al. Gibson-Graham in before I joined the academe in a project which I coordinated together with Arturo Escobar. Since then we met regularly in academic and community venues.

The documentary depicts Martens journeying through DRC trying to convince Congolese photographers to exploit their poverty as a resource. He is shown coaching them how to photograph the miserable conditions of Congolese people, including encouraging them to take photographs of dead bodies, raped women and starving children. The documentary and his subsequent art projects have given him world-wide recognition. Information available at: www.

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Download preview PDF. Skip to main content. Advertisement Hide. This process is experimental and the keywords may be updated as the learning algorithm improves. This is a preview of subscription content, log in to check access. Google Scholar. Kenneth W. Steven R. For a comprehensive analysis of this relationship, see Robert J. Robert J. Although Krasner advocates closer links between the normative project of international law and the empirical project of international relations, he is pessimistic about the likelihood of this occurring.

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