This workshop takes the climate emergency as a starting point. We understand climate justice not only as an environmental issue, but as a struggle intertwined with racism, colonialism, patriarchy, and economic exploitation. Conflict and care both emerge in these struggles, and also in our work as artists, activists, and cultural workers.

Practical note: Selected participants will need to create a free Miro account in order to contribute.

Workshop One: Introducing the disobedient art school (d.a.s.)

Tuesday 20 January - 13:00 - 15:00 CET (calculate your time zone)

In the first session, we begin with two presentations from artistic collectives working at the intersection of art and activism: Fossil Free Culture and the Home of Participation. Each will present their methodologies and ways of organising, offering concrete examples of how artistic disobedience and participatory work can intervene in dominant narratives and institutional systems. 

This is followed by a collective conversation in which we reflect on the strategies shared and consider how they resonate with, extend or challenge the participants. 

At the end of this workshop, participants receive a simple but important assignment. Each participant is asked to bring a small collection of materials to the next session: one image, a short text and an online link related to an issue of sustainability, ecology or environmental justice that emotionally affects them. These materials will be the starting point for the collaborative work in the following sessions. Participants are asked to upload these materials to a shared Miro board at least one week before the next session, allowing facilitators to review and prepare accordingly.

Workshop Two: From Personal Concern to Collective Themes 

Tuesday 10 February - 13:00 - 15:00 CET (calculate your time zone)

In the second session, we shift from practice to framing. We introduce the disobedient art school by situating it within the context of Fossil Free Culture’s broader artistic and activist trajectory. We present the school’s foundational principles, and explore what it means to build an educational space rooted in disobedience, care and creative resistance.

This session invites participants into a collective conversation about these principles — understanding them not as doctrine but as proposals open to critique, transformation, and co-creation. This is also a moment to situate d.a.s as a space that nurtures artistic creativity and activist agency, encouraging participants to inhabit the roles of both learners and makers, both critics and builders. 

Next, we turn to the Miro board, where participants’ materials have been uploaded. In a collective mapping process, participants work together to organise these materials into five thematic groups, based on resonances, shared concerns, or aesthetic affinities. These groupings become the foundation for the next collaborative task. 

Each of the five groups will then prepare a collective presentation for the final workshop. This presentation should explore the ethical tensions, contradictions, or critical questions emerging from their group’s theme. It is important that the work remains grounded in the environmental, social, and systemic dimensions of the issue, not just individual experience. The presentations should also begin to propose artistic or activist responses, even if provisional or incomplete. These group presentations must be uploaded to Miro at least one week before the final session. 

Workshop Three: Collective Responses and Disobedient Methods

Tuesday 3 March - 13:00 - 15:00 CET (calculate your time zone) 

The final session is dedicated to the presentation and discussion of the collective works developed by each group. Each group shares their theme, the materials that inspired it, the contradictions or questions they identified, and their proposed creative or activist responses. 

Following these presentations, we open a collective conversation that weaves together the threads emerging across the groups. We attend not only to the content of the presentations, but also to the ways in which different methodologies emerged through the process: How did groups work together? What tensions arose? What kinds of learning became possible? 

The workshop concludes with a reflective harvesting moment in which we collectively identify practices, gestures, and methods that could become part of the evolving toolkit of the disobedient art school. These are not fixed outcomes, but seeds — provisional, situated, and shaped by the care and conflict we bring into this shared learning space.