‘winter school: satellite pedagogies’ is an extra-academic educational module grounded in critical pedagogy, foregrounding situated and collective forms of knowledge production. It consists of an interdisciplinary closed working group and a two-day public program featuring critical interventions.

winter school: satellite pedagogies serves as a learning space – a locus for shared tools, radical questions, and fertile encounters – where knowledge circulates, resonates, and grows collectively. It fosters peer-to-peer learning while challenging hegemonic structures and the dissolving autonomy within institutional forms. It shakes and reimagines the established dance field’s identity by disrupting normative methods, questioning dominant production regimes and the singular mastermind model. 

It invites theorists, researchers, dramaturgs, curators, and artists from (trans)local contexts who move between theory and practice across diverse yet complementary fields. 

Rather than reproducing established frameworks or perpetuating institutional exclusions and deficits, it advocates for active engagement with speculative, process-oriented, and collaborative modes of working. Dance is not merely positioned as an aesthetic form but as a critical terrain.

The initial curatorial proposition articulates through four interconnected curatorial axes:

dance criticism, which offers tools for deeper engagement with critical discourse, encouraging and strengthening analytical skills and reflective thinking

context, which re-examines the artistic and research practices by exploring modes of production, working, and curatorial conditions

writing methodologies, which focuses on documenting and analyzing diverse processes through open writing practices tailored to each participant’s interests and background

advocacy, which encourages articulation of concerns about locality and engagement in reparative discussions to navigate institutional complexities, policies, and imagine new forms of coexistence.