OPEN CALL (Job Vacancies)

From Beyond Social

Social Practices Teaching Positions at Willem de Kooning Academy


1 Theory/Practice Teacher (Course: Cultural Diversity)
1 Theory Teacher (Course: New Earth)

The candidates must start in September 2020.


The Willem de Kooning Academy, Rotterdam University of Applied Sciences (WdKA/RUAS), offers a variety of bachelor and master programmes in the field of visual culture, art, design, education in arts, and leisure management. The curriculum of the Willem de Kooning Academy is founded in an interdisciplinary ethos through the Autonomous, Social, and Commercial Practices. The Majors are the entry point of study for all Bachelor students; the Practices the interdisciplinary research contexts in the second half of the Bachelor programs; and the highly unique Stations (advanced workshops focused on Research through Making) complete the three pillars of the institute.

Social Practices
One of three interdisciplinary curriculum streams at Willem de Kooning Academy. We work with students from all fine art and design majors in a variety of disciplines, including fashion, graphic design, fine art, advertising, animation, etc. Social Practices sees cultural production as a political act that can challenge and reshape dispositions of power. We embrace the commons as a new form of citizenship, built on a deep attitude of care for the natural and social landscapes we inhabit.

Currently, Social Practices is comprised of 4 different fields of research (as described below) which are translated to courses. These fields of research change over time as the primary focus of the Willem de Kooning Academy is to conduct contemporary research to social practices in Art & Design.

+ CULTURAL DIVERSITY explores notions of identity and how it can be embodied, influenced, sedimented, or experienced across cultural, economic, political, and social lines.
+ POWERPLAY focuses on understanding the norms that govern institutions, human behavior, and representations of power, searching for ways to subvert dominant (visual) narratives.
+ NEW EARTH questions sustainability paradigms like the circular economy and researches equitable development in the wake of climate change, looking towards design and cultural production as political acts.
+ PERFORMATIVE ACTION investigates forms of collectivity, conviviality, and social action, with a specific interest in documenting, archiving, and making public in the commons.

Position paper on Social Practices


The four main parts of the academic trajectory with the school year for Social Practices.

Practice 1: FEB–APR
P1 (Practice 1) is a triple cycle of two-week workshops whose content you will develop in collaboration with two other teachers. The goal of this term is to introduce first year students to the different tools, methods, and attitudes of each of the three practices.

Practice 2: APR–JUNE
P2 (Practice 2) is a double cycle of four-week workshops developed with one other teacher. The goal of this term is to deepen knowledge of second year students with regard to the vraagstukken, to better inform their specialization choice in the following academic years.

Practice 3: SEPT–JAN
P3 (Practice 3) is a full term assignment co-developed with your course team (3–4 teachers), wherein third year students work collaboratively on assignments that respond to the context of an external partner organization. A member of the external partner is fully integrated into the course as a co-teacher. The goal of this term is for students to work collaboratively on projects that are embedded within the issues/methods of a larger community of social practitioners.

Minor 4: SEPT–JAN + Graduation Supervision: FEB–JULY
The Minor is a full-term assignment co-developed with your course team wherein students do self-directed research within a thematic frame. The goal of this term is to encourage fourth year students to develop and execute their own research methods as transdisciplinary social practitioners. Once the Minor term concludes, you will supervise these students through the process of developing their graduation project. Only theory teachers are required to be present at the final examinations.


+ Developing and executing full lesson plans with the teaching team
+ For theory teachers: guide students in the writing of research papers, bringing in theoretical references and strongly relating them to materialized practice
+ Organizing resits and guiding students during Plus Weeks—mandatory self-directed study periods at the end of each term.
+ Participating in the development of the Social Practices curriculum with other faculty members during Drive and Development Weeks—the stipulated periods for general staff organization throughout the year.
+ Responding with flexibility to a workload that varies over the course of the academic year.
+ Reporting to the Social Practices coordinator and educational manager for quality assurance, guidance and feedback.

+ Realizing integrated Competency Assessments for 3rd or 4th year students
+ Participating in training sessions as required, such as acquiring a BKE certification or Competency Assessment trainings, and Education Days
+ Participating in events, e.g. Open Day, Theory Program, Graduation Show
+ For 4th year research supervisors: supervise students in the writing of their graduation thesis and assess students in their final examinations


We warmly welcome applicants from underrepresented, minority, or non-conforming communities. Our staff is diverse, not just in terms of professional profiles but also in terms of culture, gender, and ethnicity. We are aware that you might not have experience in all domains below. If this is the case, please specify in which areas you would need to further develop yourself.

Attitude and Practice

+ Are a maker whose practice is strongly informed by theoretical notions and/or a critical thinker who can relate abstracted theory to concrete processes of making. Here, we understand making in relation to processes, texts, and experiences as well as objects.
+ Work is commited to addressing, unpacking, understanding complex social and ethical issues. It understands the importance of engaging with landscapes outside the privileged realms of cultural production.
+ Are able to ask supportive, critical questions of students and colleagues.
+ Believe intersectional perspectives and critical practices of care are vital for an effective learning environment, and are able to transmit these values to students by showing, not just telling.
+ Have an active network in the cultural sector to situate our curriculum in a wider field of stakeholders, or be willing to cultivate it.
+ Have good organizational skills—to plan a course effectively in compliance with educational frameworks.
+ Remain flexible to improvisation—to read and respond to the (class)room dynamically.


You have:
+ A master-level degree in a relevant program in the creative/cultural fields or demonstrable work experience that provides equivalence
+ Experience working in the cultural sector or related fields
+ Experience with teaching (formally or informally) with a focus on transformative and experimental pedagogies
+ A commitment to developing new forms of art and design education, and a desire to work with students across bachelor programs
+ An interest in project-based education and a willingness to participate in team teaching
+ EU/ECC work authorization
+ An excellent command of verbal and written English and Dutch

Notes from Those Who Would Be Your Colleagues

Cultural Diversity
+ Embodied knowledge is the focus (what people already know).
+ Reliable, has own practice, comes to meetings, grounds work in theoretical context, experiments with pedagogical practices and, generally, is interested.
+ Understands and embodies the discourse on gender/sexuality/cultural identity/race/whiteness/post-coloniality/decoloniality.
+ Being approachable.
+ Explicitly political practice.
+ A role model who is fearless about taking a stance, hands-on experience in conflict resolution and de-escalation.
+ Courage, boldness, operates from that. Not only theoretical. Uncompromisingly challenging, working on the leap from awareness to action.

New Earth
+ Knowledge of sustainability paradigms (circular economy, eco-design, etc.)
+ Strong theoretical basis that includes contemporary thinking such as non-anthropocentrism and multi-species theory
+ Own practice is rooted in these topics with an artistic, political, and/or anthropological approach


The Willem de Kooning Academy/Rotterdam University of Applied Sciences (Hogeschool Rotterdam) offers you a temporary contract as a teacher, depending on specific tasks and student enrollment in the programs, at 0,2 fte. The salary range is HBO-CAO grade 10 (€ 2,582 minimum and € 4,193 maximum per month) for full-time employment, exclusive of 8% holiday pay and 8.3% end-of-year bonus.

A dynamic and versatile working environment in the center of Rotterdam that appreciates self-initiated projects. For us, teaching is a continual learning process done in community. Colleagues in the Social Practices are committed, conscientious and engaged in their work and are mindful of the cooperative environment that begets it. The department is engaged with self-reflective tasks of decolonizing the curriculum, instituting critical practices of care, and building a learning commons. It is encouraged to find a way to bring your own practice and interests into the curriculum.

WdKA likes to invest in motivated and well-trained employees. Working at WdKA means that you can use time and facilities (via unlimited access to our Stations) for professionalization. You may avail of a Hogeschool Rotterdam discount on your healthcare via Achmea and participate in a solid pension scheme.

Rotterdam University of Applied Sciences works with a limited travel reimbursement (maximum of 20 km).


Please send your CV and brief motivation letter, as well as any inquiries, to:

Clara Balaguer, Social Practices Coordinator,
Roger Teeuwen, Educational Manager,

Closing date: 16 June 2020
Online applications in English
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