A collective manifesto for feminist art schools.

Bringing a series of intersectional feminist lectures, interviews, workshops and discussion groups back to an art school is crucial to sharing tools for emancipation and challenging the implicit criteria that structure our views and practices (identification with Western visual norms, romantic-capitalist representations of the artist-author, etc.). It is vital to give a voice to artists and those who support them in the ways in which they deal with, and even elude, relations of power.

The primary aim of this book is to share the content hosted and produced at the École Supérieure d'Art de Clermont Métropole between 2017 and 2022. It is also an opportunity to work with a group of students, artists and researchers, to think about how invitations and the production of the book can be drawn up collectively; it is a tool for collective and ideally horizontal pedagogical work within a hierarchical and hierarchizing institution. The invitations, transcription and editing of the texts were done jointly.

Edited by Lilith Bodineau, Adèle Bornais, Nelly Catheland, Charlotte Durand, Martha Fely, Lola Fontanié, Eulalie Gornes, Chloé Grard, Sophie Lapalu, Eden Lebegue, Michèle Martel, Sarah Netter, Clémentine Palluy, Mauve Perolari, Simon Pastoors, Rune Segaut, Danaé Seigneur.

Texts by Nino André & Vinciane Mandrin, Rachele Borghi, Tadeo Cervantes, Adiaratou Diarrassouba, Kaoutar Harchi, T*Félixe Kazi-Tani, Nassira Hedjerassi, Gærald Kurdian, H.Alix Sanyas, Sophie Orlando, Émilie Renard, Liv Schulman, Danaé Seigneur, Pau Simon.

A publication by artist and teacher-researcher Marie Preston on the alternative pedagogies developed in France during the 1970s-1990s in "open" schools working on the question of the relationship between co-creation and co-education.

The teaching teams at the heart of this book were convinced that, in order to break social reproduction, the school system was in dire need of transformation and they did it! The experiences discussed in this book constitute a truly fertile ground in terms of educational, relational and institutional inventions, and we have much to learn from them today. This is particularly true of cooperative and co-creative artistic practices which convey a true desire for and ways to implement social transformation, joint management, the emergence of collective creation and commons.

The work is built up around a back and forth between interviews and accounts from the participants of this story and contextual and analytical elements opening on co-creative artistic practices.

This book gathers an interview with Jean Foucambert, a discussion with Rolande and Raymond Millot (École Vitruve, Paris and La Villeneuve neighbourhood, Grenoble) and an unpublished text by André Virengue who was the headteacher of the Jacques-Prévert school in Villeneuve d'Ascq for over 20 years. A significant part of this work is dedicated to iconography, a crucial component of research as it enables the discovery of students' realisations as well as the publishing of school newspapers and other print works.

This bilingual edition in two booklets (French/English) brings together short texts and narratives by Laure Vigna, accompanied by notes from news media and scientific articles. Several narrators, with more or less abstract identities alternately representing materials, sculptural forms, or the author, seem to speak under the effect of their emotional states.

Sharing the same spaces of action and words, they merge throughout the text, forming only one physical body at the end. In a collaborative effort between Laure Vigna and graphic designer Roxanne Maillet, the publication reveals research conducted on typography and letters as body, receptacles, and spaces.