One of the few things we have in common in contemporary society is the concern for the future of our children. But it seems that even the "we" of the childhood, of learning and free play, has turned into a common ground for instrumentalization and competition.
The twentieth century searched for the child as a figure of emancipation and authentic being. Today, the pedagogical paradox- Kant's meditation on the paradox of the subject's predisposition for freedom must be learned- is increasingly lost in governmental obsession about the efficiency of education and schooling. From another perspective, artists are again addressing questions of childhood, play, and pedagogy. These are themes that, along with that of freedom, haven't been considered to this extent in contemporary art since the 1970s.
What ideological and moral transformations is the school system currently undergoing? What do the psychiatric diagnoses and treatments that are increasingly applied to children and youth mean? What happened to the reform pedagogy of the twentieth century? What is the status of childhood in the era of the consuming child and the playing adult?
This anthology sets out to reestablish a dialogue between visual art and psychology, philosophy, pedagogy, and critical journalism. Departing from the art and politics of childhood and education of the twentieth century, it responds to ongoing debates through contributions by Allan Sekula, Magnus Marsdal, Dave Hullfish Bailey, Carsten Rene Jorgensen, Ane Hjort Guttu, Marit Paasche, Carl Hegemann, Nils Christie, Adelita Husni Bey, Emanuel Almborg, Lars Bang Larsen, and Sharon Lockhart.