for Critical Pedagogy
2024/25
The academic year 2024/25 will be remembered as the moment Critical Pedagogy in Hungary finally woke up from its long, post-socialist coma.
My role in this jubilee was to prevent turning radical texts into coffee-table ornaments. My aim was to celebrate new publications by critiquing them, testing them, and putting them to work...
My role in this jubilee was to prevent turning radical texts into coffee-table ornaments. My aim was to celebrate new publications by critiquing them, testing them, and putting them to work...
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Public Gestures for a Critical Children's Media
2024
In an era where children’s content is defined by algorithmic micro-management and "animatic carpet bombing", I proposed a radical alternative for Hungary's leading leftist media platform, Partizán. The project, dubbed Pajtizán (a play on "Buddy/Comrade"), was not just a show pitch — it was a media-philosophical manifesto...
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A Transnational Network of Youth Work and Playwork
2023/24
In 2023, alongside partners Virág Bogyó and Flóra Madácsi, I led the development of Project Playout, an ambitious Erasmus+ (KA2) Youth application. Although the grant itself was not funded, the intellectual architecture we built became kind of an inspiration for the Hungarian adventure playground movement and the establishment of the Szabad Játékért Egyesület (Association for Free Play).
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A Philosophical Intervention at the Temple of Architecture
2024
As part of the prestigious "The Next 50 Years" exhibition series at FUGA (Budapest Center of Architecture), the radical architectural studio CAN Architects presented their vision for the future of learning spaces. I was invited as the "outsider" philosopher in the room, to disrupt the architectural echo chamber and critique their work during the official midissage.
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From Bureaucratic Rejection to Phenomenological Construction
2023
For years, my intellectual "Mecca" was the Laboratory for Education and Society at KU Leuven. I dreamed of working under Jan Masschelein and Maarten Simons, architects of the "school as public time/space." I spent six months crafting a magnum opus proposal for a Marie Skłodowska-Curie Fellowship to join them. The proposal attempted to translate Arendt’s "crisis of childhood" into a concrete urban intervention: a heterotopic space where generations could meet outside the logic of productivity.
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Critique of the New Spectacular Regime with Gergő Nefelejcs
2023Co-authored with Gergő Nefelejcs, Ex-Digitalia was written as a deliberately ragged, manifesto-like intervention that treats the contemporary mediascape not as a neutral channel but as part of the capitalist machinery of separation. The manifesto quickly escalated into a wider series of live discussions and radio-format debates.
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Editing an underground print journal (issues no. 3–4)
2022/23
For issues no. 3 and 4, I worked as DTP editor, taking responsibility for the complete visual and technical realization of the journal — from layout conception through typography, pagination, and pre-press preparation, to producing a printable object that could circulate hand-to-hand within movement networks.
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Pedagogy After Hope – Punk, Pirate, and Rancièrian Pedagogies
2021/22
In 2021, Fordulat published a special issue on critical pedagogy. I was invited to contribute an article. I was also glad to participate in the issue’s launch discussion in Szeged and a related public/radio-format conversation around the issue, helping translate the stakes of critical/experimental pedagogy into a broader public register.
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Teaching from the Remainders with Bendegúz Wagner
2020/21
Trash Pedagogy was a long-term, project-based pedagogical experiment I developed and ran at Wesley College with Bendegúz Wagner (Dagonya Bé), where we merged several seminars and classes under a single conceptual and practical framework. The project explored the intersections of waste, art, pedagogy, and social critique, treating trash not as an environmental problem to be managed, but as a critical ontology through which capitalism, schooling, and subject formation become readable.
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An unfinished manuscript on the scholastic heterotopia
2020
Without Schools is an unfinished book-length manuscript that began as an invited chapter for a planned edited volume on heterotopia, common places, and education, developed together with Maria Mendel and Michiel Dehaene. The text quickly exceeded the scale of a chapter and asserted itself as a book, while the volume itself was ultimately not published, leaving the manuscript publicly available but formally unfinished.
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Partizán
Public pedagogy on class war in education
2020-2021
In 2020–2021 I appeared on Partizán to do public pedagogy in the strict sense: translating fast-moving policy conflicts into a legible analysis of power, class, and institutional violence without treating education as a “sector” or a moral cause.
Public pedagogy on class war in education
2020-2021
In 2020–2021 I appeared on Partizán to do public pedagogy in the strict sense: translating fast-moving policy conflicts into a legible analysis of power, class, and institutional violence without treating education as a “sector” or a moral cause.
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Pedagogical Laboratories
Wesley College
Experimental pedagogy, protocols, and collective inquiry
2019-2021
While working as an assistant professor at Wesley College, I led and co-developed two pedagogical laboratories. The laboratory format is central to my work: not a “workshop” or a skills-training space, but a site where thinking is put at risk, and where participants deliberately expose themselves to the unexpected through repetition, minor re-tuning, and experimental protocols.
Wesley College
Experimental pedagogy, protocols, and collective inquiry
2019-2021
While working as an assistant professor at Wesley College, I led and co-developed two pedagogical laboratories. The laboratory format is central to my work: not a “workshop” or a skills-training space, but a site where thinking is put at risk, and where participants deliberately expose themselves to the unexpected through repetition, minor re-tuning, and experimental protocols.
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An Attitude-Forming School Program
Pedagogy, organisation, and spatial imagination
2019-2021
In 2019, the school’s maintainer invited me to design a new, experimental pedagogical programme for the John Wesley Elementary School (Budapest). I led its development together with the teachers, within a participatory and collaborative (co-creation) framework.The programme rested on three foundational pillars: pedagogical, organisational, and architectural.
Pedagogy, organisation, and spatial imagination
2019-2021
In 2019, the school’s maintainer invited me to design a new, experimental pedagogical programme for the John Wesley Elementary School (Budapest). I led its development together with the teachers, within a participatory and collaborative (co-creation) framework.The programme rested on three foundational pillars: pedagogical, organisational, and architectural.
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Crossing the Threshold in the Margins
Critical ethnography, ideology critique, and schooling in advanced marginality
2016-2019
My doctoral dissertation, Crossing the Threshold, is a multi-sited critical ethnography of schooling in contexts of advanced marginality in Central–Eastern Europe. Between 2016 and 2019, I conducted long-term fieldwork in Hungary, Poland, and Romania, focusing on urban ghettos, ghetto schools, and the dense institutional environments that surround them.
Critical ethnography, ideology critique, and schooling in advanced marginality
2016-2019
My doctoral dissertation, Crossing the Threshold, is a multi-sited critical ethnography of schooling in contexts of advanced marginality in Central–Eastern Europe. Between 2016 and 2019, I conducted long-term fieldwork in Hungary, Poland, and Romania, focusing on urban ghettos, ghetto schools, and the dense institutional environments that surround them.
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Social Action Group
Interinstitutional Coordination in Advanced Marginality
2017/18
The Social Action Group was an experimental interinstitutional working group in the context of urban poverty, that I initiated and that brought together parents, teachers, school leaders, social workers, local government representatives, church leaders, local activists, NGOs, researchers, and artists.
Interinstitutional Coordination in Advanced Marginality
2017/18
The Social Action Group was an experimental interinstitutional working group in the context of urban poverty, that I initiated and that brought together parents, teachers, school leaders, social workers, local government representatives, church leaders, local activists, NGOs, researchers, and artists.
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Student Participation in School
Democratic education, student voice, and visual pedagogy
2014/16
Between 2014 and 2016, I worked on the Student Participation in School project as an expert in democratic education and as a media production professional responsible for the project’s visual language. The programme worked with five volunteer “base schools” whose maintainers explicitly backed participation in the development process.
Democratic education, student voice, and visual pedagogy
2014/16
Between 2014 and 2016, I worked on the Student Participation in School project as an expert in democratic education and as a media production professional responsible for the project’s visual language. The programme worked with five volunteer “base schools” whose maintainers explicitly backed participation in the development process.
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KÉM – Workshop for Critical and Experiential Pedagogy
From teacher education to political praxis
2014/16
From teacher education to political praxis
2014/16
KÉM was a grassroots, student-initiated movement and workshop I founded in 2014 at ELTE PPK, driven by a simple but radical conviction: pedagogy is not a neutral technique but a social and political praxis. From 2015 onward, KÉM became deeply involved in the nationwide teachers’ protests and strikes, which marked one of the most important moments of educational resistance in recent Hungarian history.
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Invisible Tanoda
Organisational Development as Pedagogical Praxis
2014/15
Organisational Development as Pedagogical Praxis
2014/15
In 2014, I coordinated a four-month organisational development process at Láthatatlan Tanoda (Invisible Tanoda), an NGO working against school segregation with Roma children in Budapest’s Józsefváros district.
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PED — Progressive Educational Dimensions
From educational philosophy to lived encounters with children
2010–2013
From educational philosophy to lived encounters with children
2010–2013
PED (Progressive Educational Dimensions) was a collective and workshop I organized between 2010 and 2013 at ELTE PPK, initially as a space for gathering new, critical, and inspiring currents in educational philosophy, but very quickly as something more demanding: a platform for forcing encounters between teacher education, children’s lived realities, and the public space of pedagogy.
[More..]EdTech Architect. PhD.
In an era of immense digitalization and automated instruction, I define educational technology differently. To me, it is not an attention-consuming black mirror for optimizing learning outcomes, but a material practice that constitutes us and our communities in a pedagogically sensitive way. It is the printing press, the circle of chairs, the silence of empty hands, and the shadows cast by a diafilm projector.
My work operates at the intersection of Pedagogical Praxis (the slow, analog craftsmanship of teaching) and Technologies / Architectures (the critical, structural design of other spaces). I build systems that refuse to optimize the human condition out of the loop.
I design sites of profanation. Places where we render worldly logics inoperative to make room for community, care, and conscientização.
From the analog dirt of the playground to the digital ethics of the screen — whether I am designing a curriculum for a ghetto school, animating a stop-motion film, or critiquing the algorithmic capture of childhood — my goal is the same: to reclaim the art of education as a transformative technology in itself.
For over 15 years, I have inhabited the intersection of pedagogy and politics, mapping the structural mechanisms that deepen expropriation and mystify exploitation. My perspective is anchored in the periphery: through comparative ethnography in the ghetto schools of Central-Eastern Europe, I examined how power operates not just from above, but through the micro-capillary vessels of everyday schooling in zones of advanced marginality.
My current independent research is organized along two main trajectories.
The Pedagogy of the Spectacle maps the educational modalities of postmodern global capitalism, specifically the infantilization of politics and the politicization of childhood.
My other key theme, The Architecture of Childhood, undertakes a critical, interdisciplinary analysis of intergenerational relations and the spaces of childhood. This research examines fabulation and storytelling not merely as a relation between generations, but as a heterotopic space of childhood.
My photographic work moves through the zone where analogue image-making starts to rot, corrode, and mutate into something half-human, half-fossil. Working with 35mm film, I chemically damage the negative, paint directly onto it, bury and excavate materials, and treat photography less as image capture than as a kind of forensic-poetic sabotage.
What interests me is not the clean photograph but the wounded surface, the image as residue, lesion, relic, or contaminated memory. These works sit somewhere between photography, painting, excavation, and minor alchemy: a practice of attacking the film until it begins to reveal something that ordinary representation politely hides.
Against the dead industry of management jargon, productivity fetish, and motivational theatre, I argue for a practice of leadership grounded in attention, co-creation, irony, humour, and the courage to remain lucid inside institutional absurdity.
What runs through them is a single wager: that leading is not commanding labor-power more efficiently, but making space for people to think, improvise, fail, endure, and sometimes even breathe together under conditions that are often structurally deranged.
My core text on proletarian pedagogy, a manifesto for a profane, analogue school. [Link]
On the Discreet (C)harm of Ideology An inquiry into the mystification of domination in postmodern global capitalism, exploring how power operates through the seductive charm of ideology. [Link]
Education Goes Awry: Dislocating the Education Gospel
A study dislocating the Education Gospel from the margins of society, challenging the neoliberal narrative of salvation-through-schooling from the perspective of advanced marginality. [Link]
We Should've Made a Revolution
A critical rhapsody analyzing how Hungary’s semi-peripheral “catching-up revolution” consisted of stabilizing the neoliberal hegemony in education. [Link]
[2023] Fabulous Architectures of Childhood and Other Uncanny Landscapes. KU Leuven, Pedagogisch Instituut, Research Unit Education, Culture and Society. [Link]
[2021] Why Ghetto Schools Matter. Wesley Lectures, Budapest. [Link]
[2019] Education. Now! with Maria Mendel and Tomasz Szkudlarek. Warsaw Biennale. [Link]
[2018] The Pedagogy of Hopelessness. ECER Conference, Bolzano.
[2018, keynote] The Pedagogy of the Spectacle: Ideology Criticism from Marx to Baudrillard. International Conference on Critical Education, London.
{2017] Democracy and Teacher Education in the Era of Neoliberalism and Populism with György Mészáros. ATEE Conference, Dubrovnik.
[2017] Critical Pedagogy: The Reinterpretations of Marx’s Das Kapital in Education
with György Mészáros. 150 years of Marx’s Das Kapital, Budapest. [Link]
[2017] Neither Rabbit, Nor Duck – A Post-Marxian Attempt to Reformulate Ideology in Discourse Theory. Ideology in the Post-Ideological World, Warsaw.
[2015] Reshaping Teacher Education - A Revolutionary, Critical Praxis of Undergraduate Students with András Marton. International Conference on Critical Education, Wroclaw
A proletarian critique of capital's pedagogical machinery, and some fabulous experiments for kiddin' our way out of it. [Link]
[F]ordítva Blog
This whole project was born in the critical embrace of anger and stupidity. Looking at the prevailing systems, we feel that we must scream. And we also feel that we must laugh. So we scream to finally laugh, and we laugh so we can scream.
OnlinePed
This was my first pedagogical blog in the 2010s, a series of lyrical-theoretical “notes” that stage pedagogy as a lived relation rather than a method, where love, attention, asymmetry, and the politics of schooling appear as existential textures, not as measurable outcomes.
Tett
Taní-tani
ÚjSzem
ResearchGate
Academia.edu
Last Updated 24.10.31
ATTUNE
Post-luddite school transformation in the age of screens
2026 - ongoing
Post-luddite school transformation in the age of screens
2026 - ongoing
ATTUNE is an ongoing project proposal that I am leading and architecting in dialogue with an international circle of teachers who are trying to think and act inside the wreckage of digital schooling.
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Learning architecture, cinematic e-learning, and digital pedagogy in speculative markets
2025/26
At TraderTV Academy, I served as Team Lead and Director of the E-Learning Studio Division, overseeing the pedagogical, visual, and technical development of premium online trading education for a global audience.
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Digital architecture, multilingual learning design, and field-based knowledge capture
2024/26
This project brought together beekeepers, educators, and researchers to create an open educational environment on beekeeping, honey sensory analysis, and the ecological life of bees, delivered in five languages and structured as a comprehensive curriculum of five courses and 66 lessons.
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Transnational grant architecture, post-digital pedagogy, and community
2023/24
CO-MEMO-S is an EU-funded cooperation project that I conceived, wrote, and architected entirely on my own — from the philosophical framing and proposal writing to the formation of the international consortium that eventually received funding.
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Stop-Motion Pedagogy and Handmade Media Architecture for Youth Mental Health
2022/23
I produced a series of twelve stop-motion educational videos addressing youth mental health, emotional resilience, and mental-hygienic awareness. The videos were designed as accessible educational materials supporting youth workers, teachers, and trainers working with young people in the VET and youth sectors.
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Or: How to Abolish PowerPoint and Rebuild the Educational Situation with a Slide Projector, Rice Paper, and a Little Dialectics
2023
In 2023, while preparing a lecture at KU Leuven, I reached a breaking point with the contemporary regime of academic presentation. Instead of improving my slides, I decided to abolish them altogether and redesign the presentation technology itself.
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Aesthetic emergency surgery for a zero-waste education platform
2023
Emergency engineering for an EU project. Or: How to rescue a pedagogical project from Word documents, raw HTML, and audiovisual chaos in eight weeks.
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Against Learnification: a marginalia machine for Living Lab study
2022
I developed NoteTheBook in the context of the H2020 VITALISE project, which was built to harmonize Living Lab procedures and open up health and wellbeing Living Labs as research infrastructures for wider European research.
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Digital salvage operation for an anarcho-communist library
2022
I rescued and rebuilt RészegHajó, a decades-old Hungarian anarcho-communist digital library, by inventing a custom Excel VBA migration system that salvaged its massive archive from platform death and transferred it into a powerful new WordPress infrastructure.
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School-Community Partnership in the Margins
2020/21
Inclusion4Schools was a nearly €3 million Horizon 2020 project on reversing educational inequality through school-community partnerships in segregated contexts, especially in Central and Eastern Europe. I was a co-author of the winning H2020 proposal, and architect of many of its outputs.
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