This article considers the queer methods and pedagogies in Conal McStravick’s artist research project Learning in a Public Medium (2015–2018). The project considered the life and legacies of the late artist, educator, and writer, Stuart Marshall (1947–1993). Learning in a Public Medium exists within a lattice of contemporary artworks, projects, and research, undertaken predominantly by queer, trans, and non-binary artists, that engage LGBTQ+ archives and histories. McStravick’s project is exemplary of a queer historiographic practice that activates an ongoing relationship to past pedagogues through a public process of education. The emotions, feelings, and pull of the moment of the HIV/AIDS crisis of the late 1980s and early 1990s, commutes and transfers within the archive and artworks of Marshall, and the pedagogies of McStravick. Learning in a Public Medium staged an intra- and intergenerational mode of learning, to reflect on the remarkable legacy of Marshall and his deeply felt loss to AIDS-related illness. In the wake of another pandemic, and an increasingly hostile environment in the UK and internationally towards queer and trans communities, Learning in a Public Medium sought out tools and strategies from a past moment of pandemic and persecution, as a means of building political alliances and affinities in the present.
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