%0 Journal Article
%T ¡®Messy Democracy¡¯: Democratic pedagogy and its discontents
%A Andy Broadey
%A Richard Hudson-Miles
%J Research in Education
%@ 2050-4608
%D 2019
%R 10.1177/0034523719842296
%X This paper reflects on a recent participatory installation by the artists¡¯ collective @.ac, entitled Messy Democracy, as a case study to raise questions concerning the ¡®distribution of the sensible¡¯ within the neoliberal art school. The project set up a quasi-autonomous artists¡¯ space within Hanover Project gallery 9 April¨C3 May, 2018 at University of Central Lancashire, Preston. This exhibition functioned as a space of collective pedagogy, co-labour and ¡®dissensus¡¯ situated in relation to the wider operation of the department of Fine Art. It also sought to operate as a critical alternative to contemporary models of the art school, rooted in notions of usefulness and romantic self-realisation, but re-structured in the service of ¡®commodification¡¯ and ¡®financialisation¡¯ in wake of the Browne Report (2010). Most importantly, Messy Democracy represented a ¡®theatocractic¡¯ ¡®undercommons¡¯ for alternate and counter-hegemonic subjectivities to emerge. However, hierarchical logics, resulting from the hegemonic ¡®distribution of the sensible¡¯ stubbornly persisted even within this nascent pedagogic democracy
%K Education and culture
%K philosophy
%K pedagogy
%K higher education
%K politics
%K post-structuralism
%U https://journals.sagepub.com/doi/full/10.1177/0034523719842296