What is "skill"? From what position are we teaching? How does this expose or challenge power structures?
This session investigates the entrenched power dynamics between pedagogue and student, exploring how canons within the cultural and creative sectors influence that relationship. The session will question how we define artistic skill and transmit knowledge. Rather than centring traditional teacher-student roles, we examine how structures of learning reflect broader power relations, mirroring those in equity, diversity, and inclusion.
What happens when we shift our focus from equality to equity, from equity to understanding, and from understanding to accountability, and what skill(s) would this require?
As we question what counts as a skill, we also ask: Is the ability to think critically, to ask the right questions, itself a skill? The conversation becomes more complex when terms like "skills" and "competences", terms that are deeply entangled in national contexts, educational systems, and social histories are introduced.
How can we support each other while remaining specific and grounded in our own standpoints? Can we speak from where we stand, yet still stay open to other perspectives? What kinds of skills make that possible? And can we speak of skills in a unified way across such diverse social and cultural terrains?
This session challenges participants to recognise and interrogate bias within themselves, within institutions, and within the structures that shape pedagogy. Through the lens of artistic practice and inclusive methodology, we explore how skill development might become less about standardisation and more about fostering responsiveness, reflection, and relational awareness.
