RASL Minor tutors

RASL Minor Tutors – The transdisciplinary RASL Minor at the Rotterdam Arts and Sciences Lab, Netherlands was introduced in September 2019 and was collectively taught by Josue Amador (Codarts), Sami Hammana (WdKA), Dieuwke Boersma (WdKA/Erasmus University), and Çağlar Köseoğlu (Erasmus University). They spoke with Renée Turner about their approaches to transdisciplinary learning and teaching, addressing student…

Michael Haldrup

Professor Michael Haldrup Pedersen is a professor in performance design at Roskilde University, Sweden. His primary area of interest is performance, design and ontologies relating to the role of materiality and practice-based, embodied knowledge.  He was involved in establishing FabLab RUC as an open facility for design and technology experiments and explorations. He is currently interested in futuring,…

Renée Turner

Renée Turner is an artist and writer whose practice engages with digital narratives, archives, and interdisciplinary collaborative inquiry. Her research is informed by feminist perspectives, and the entanglement of sites, histories, material encounters, and embodied subjectivities. She is a Senior Research Lecturer at the Willem de Kooning Academy and a researcher within the Rotterdam Arts and Science…

Tamara De Groot

Tamara de Groot is the coordinator of the Arts & Culture Programme at the Erasmus University College, Rotterdam, Netherlands. She is a member of the lectorate Transdisciplinary Education Innovation at Codarts University of the Arts, and she is involved in the development of transdisciplinary (teacher) education across three higher education institutions: Codarts, Willem De Kooning Academy and Erasmus University. She is currently…

Space

*Space* All pedagogical activity takes place within space, some physical institutions, some are liminal observations and others are digital environments, however the locale directly informs the type of education experience created. Transdisciplinary education, in its effort to dismantle disciplinary boundaries, must also dismantle the boundaries that often separate pedagogical environments and the spaces they rest…