The Icon Walk

Merchant's Arch, Temple Bar

Merchant’s Arch, Temple Bar

Temple Bar is an area with narrow, cobbled streets on the south bank of the Liffey in central Dublin. It’s famous the world over for its lively nightlife, but that’s not high on my list of reasons to visit it. There are better places in Dublin to experience Irish food and music, ones where you’re more likely to encounter people who actually live in Ireland. However, the area does offer much that’s special, such as the Irish Film Institute.

One that we just discovered is The Icon Walk, a project of The Icon Factory. It’s located just off Fleet Street, along Aston Place, Bedford Lane, and Price’s Lane. Local artists have transformed the lanes into an open air gallery of Irish culture. It’s recently been awarded approval as a UNESCO City of Literature site.

Someone described the Walk as a twenty minute activity, but it deserves more than that. There’s a great collection of photographs, drawings, paintings accompanying sayings of famous writers and artists, descriptions of moments in the history of sports, movies, fashion, and more.

Arriving at the Playwrights section, we read,

Around 1610, Shakespeare wrote the “The Tempest” and retired to Stratford on Avon where he died in 1613. Queen Elizabeth I having completed the conquest of Ireland was dead. The last of the great leaders, O’Neill and O’Donnell were gone to Spain and Ulster planted with Crown subjects.

Between 1613 and the War Of independence in 1922, which won back self rule for most of Ireland, no play of real merit was written in the English language by anyone other than by an Irish-born writer.

The selected icons–Samuel Beckett, Brendan Behan, Sean O’Casey, George Bernard Shaw, John Millington Synge, and Oscar Wilde–won’t be enough to convince everyone of that claim, but their collective oeuvre is amazing.

Along the walk, you can see many great images produced by a wide variety of artists. A few of those are on the website, but the majority are visible only on the walk itself. They’re best seen that way, in any case, in the context of the other artworks and Temple Bar itself.

One of the best parts for me was the individual quotes, both from writer’s works and from their lives. For example, we read,

Beckett went on to live with an older woman who was not exactly a barrel of laughs. She took the phonecall that informed them of Samuel’s Nobel Prize. “This is a disaster, our lives are ruined” she responded.

In the eighties, Beckett was invited to Germany to direct “Waiting For Godot”. When presented with the script which he had not read in many years he exclaimed; “This thing needs a good edit”.

John Hume, third from left

John Hume, third from left

(Again, however, most of these texts exist only on the walls. I hope there will be an exhibition book at some point.)

One thing I learned was that in 2010 John Hume was chosen in an RTÉ survey as Ireland’s Greatest. He was also the winner of the Nobel Peace Prize (1998), the Gandhi Peace Prize, and the Martin Luther King award. He had modeled his own work for equality in citizenship on that of Gandhi and King. Unfortunately, his peaceful work was disrupted by violence and the “troubles” began. Hume became a leading figure in the civil rights movement in the late 1960s. Through speeches, marches, hunger strikes, dialogues, and long-term negotiations, Hume was behind many of the developments and agreements toward peace in Ireland, and later for European unity.

You can get a sense of the walk from the video below (only part of which is in English):

Las Misiones Pedagógicas

burros

Traveling libraries

As we’re about to set off on a trip both to explore and to discuss progressive education, I’m thinking about the example of the Misiones Pedagógicas in Spain in the early 1930’s.

My colleague, Iván M. Jorrín Abellán, just sent a link to a digital copy of the 1934 report: Patronato de Misiones Pedagógicas : septiembre de 1931-diciembre de 1933, in the collection of the Bibliotecas de Castilla y León. It tells the story of the Misiones  through text, photos, and a map. Even if your Spanish is as poor as mine you can enjoy the many photos and get enough of the text to appreciate the project.

Some of the photos of uplifted, smiling faces are a bit much for today’s cynical eyes. Still, it’s hard to deny that something important was happening for both the villagers and the missionaries.

el-teatro

Watching theater

The Misiones Pedagógicas were a project of cultural solidarity sponsored by the government of the Second Spanish Republic, created in 1931 and dismantled by Franco at the end of the civil war. Led by Manuel Bartolomé Cossio, the Misiones included over five hundred volunteers from diverse backgrounds: teachers, artists, students, and intellectuals. A former educational missionary, Carmen Caamaño, said in an interview in 2007:

We were so far removed from their world that it was as if we came from another galaxy, from places that they could not even imagine existed, not to mention how we dressed or what we ate, or how we talked. We were different. –quoted in Roith (2011)

phonograph

Listening to music, outdoors

The Misiones eventually reached about 7,000 towns and villages. They established 5,522 libraries comprising more than 600,000 books. There were hundreds of performances of theatre and choir and exhibitions of painting through the traveling village museum.

We are a traveling school that wants to go from town to town. But a school where there are no books of registry, where you do not learn in tears, where there will be no one on his knees as formerly. Because the government of the Republic sent to us, we have been told we come first and foremost to the villages, the poorest, the most hidden and abandoned, and we come to show you something, something you do not know for always being so alone and so far from where others learn, and because no one has yet come to show it to you, but we come also, and first, to have fun. –Manuel Bartolomé Cossio, December 1931

There’s an excellent documentary on the Misiones, with English subtitles. It conveys simultaneously the grand vision and the naïveté, the successes and the failures. As Caamaño says, “something unbelievable arrived” [but] “it lasted for such a short time.”

Watching a film

Watching a film

In her study of Spanish visual culture from 1929 to 1939, Jordana Mendelson (2005) examines documentary films and other re-mediations of materials from the Misiones experience. Her archival research offers a fascinating contemporary perspective on the cultural politics of that turbulent decade, including the intersections between avant-garde artists and government institutions, rural and urban, fine art and mass culture, politics and art.

I’m struck by several thoughts as I view the documentation on the Misiones. Today’s Spain is more literate, more urban, more “modern”. But although the economic stresses are different, they have not disappeared.  There are still challenges, in some ways greater, for achieving economic and educational justice.

Iván and other educators are asking how the spirit of the Misiones might influence community-based pedagogy in current times. Their experiences have lessons for those outside of Spain as well.

References

Mendelson, Jordana (2005). Documenting Spain: Artists, exhibition culture, and the modern nation, 1929–1939. State College: Penn State University Press.

Roith, Christian (2011).High culture for the underprivileged: The educational missions in the Spanish Second Republic 1931 – 1936. In Claudia Gerdenitsch & Johanna Hopfner,  (eds.), Erziehung und bildung in ländlichen regionen–Rural education (pp. 179-200). Frankfurt am Main: Peter Lang.

Community as Intellectual Space, 2009

CI_2008The fifth annual Community as Intellectual Space Symposium will be held on June 12-14 at La Estancia on 2753 W. Division Street, Paseo Boricua, Chicago, Illinois.

The theme of the symposium is Critical Pedagogy: Community Building as Curriculum. As professionals and institutions are engaging with communities to enhance the life chances and well-being of residents, the conference examines how community-building and critical pedagogy can offer effective and sustainable change, locally and among collaborators as well.

BateyThe keynote speaker this year is Antonia Darder, a Professor at the University of Illinois in Educational Policy Studies and Latino/a Studies. There will be presentations and workshops on

The conference also offers Batey Urbano‘s production of Crime against Humanity, screenings of original documentaries filmed on Paseo Boricua, community tours, and art exhibits.

Community as Intellectual Space is co-organized by the Juan Antonio Corretjer Puerto Rican Cultural Center (Chicago) and the University of Illinois Graduate School of Library and Information Science. Continuing Professional Development Units (CDPUs), academic course credit for those who enroll in UI’s LIS590 CIO, and registration scholarships available.