04.02.24, 20:30 – 04.02.24, 23:00

“On Mutual Support”: ISSUES 2023 Launch Event

@ Toni-Areal, Viaduktraum 2.A05, Ebene 2 (street entrance), Pfingstweidstrasse 96, Zürich

ISSUES is the annual digital publication published by School of Commons (SoC). It features contributions from each of the projects that form the annual SoC cohort.

Contributions to the publication encapsulate, through text, audio, film, meme, or other alternative publishing means, the processes, outcomes, questions, and challenges each project has encountered during their time within the SoC programme. For each edition of ISSUES, a collectively thematic framing is decided upon. The selected theme for the 2023 Edition of ISSUES is “Mutual Support”.

Through the act of amassing and assembling the various themes, ways of workings and methodologies that connect the SoC 2023 cohort, ISSUES, itself, provides a distributable, publishable (mutual) support structure.

Join us for the festive launch event of ISSUES 2023 on the evening of Sunday 4th Feb from 20.30pm CET onwards to hear specially invited guest, Sophie Mak-Schram, discuss “mutual support” in relation to support infrastructures, and self-organised supportive systems before joining the ISSUES contributors and editor in conversation, to discuss how their contributions seek to add further nuance and perspective to this collective framing.


About Sophie Mak-Schram

Sophie Mak-Schram cares about how a diverse we (come to) know and what forms knowledges take. She works with others, both as method and as form. Spanning experiential education, inclusion work, collective practices and artistic research, Sophie convenes, writes, reads, makes objects to learn with or listen to, and performs. She likes to linger in the ‘and’ between art and education.

Her current research (in part held through the academic frame of the EU: Horizon 2020-funded FEINART project, where she is completing a PhD at Zeppelin University in Germany between 2021-2024) thinks alongside contemporary alternative educational and artistic practices of communal learning about the forms of pedagogy they propose.