This research project aims to reflect on my pedagogical approach and my role as an artist-teacher working at the Willem de Kooning Academy in Rotterdam (the Netherlands), a position in which I teach from my own artistic perspective, bringing multiple experiences as a self-employed artist to the classroom. The research became qualitative and active through what I call experimental exchanges in the feminist classroom, based on four pillars that intersect: Voice, Collaboration, Positioning and Archive.

The starting point for this research is the continuous under- and misrepresentation of women artists, women artists of colour and non-binary and genderqueer artists in our art education.

Unlike educational models that emphasise competition, solitary study and teacher authority, feminist pedagogy focuses on transformative learning by building a progressive curriculum that welcomes a multidisciplinary approach and that may give rise to new critical ways of seeing, thinking and making. It aims to include all voices and to empower individuals as well as stimulate peer-to-peer exchange and group dynamics, thereby creating a consciousness that may lead to future change or a different approach to – in this particular case – the art (world). Feminist pedagogy allows womxn’s lives, experiences and methods to actively become part of the curriculum, with social transformation as a goal. I see ‘womxn’s liberation’ as liberation for all people.

‍