This thesis is situated in the context of Cyprus, a country divided after the war in 1974. It explores how the partly-accessible geopolitical border of Cyprus that marks the division on the ground, can create opportunities to increase the connections, and eventually, transform the relations between the two main communities living on the island: the Greek- and Turkish- speaking Cypriots.
The thesis revolves around three questions. Firstly, it asks what insights can be collected from theory and practice about possible ways of learning to connect and nurture relationships, so as to transform border conditions that produce division. For this, the research collects insights from everyday spatial practices that navigate Cyprus’ frozen conflict and porous border; and it studies critical and practice-based theories of pedagogy, gender and space that can help to frame such practices.
Secondly, the thesis asks how these insights can support the creation of a new theory of action linking spatial practice and pedagogy. The aim is to conceptualize a form of practice that encourages Cyprus’ residents to learn how to overcome division and relate across difference. For this, a situated research begins with an exploratory journey among spatial practices that are organized by different groups across the border, which is narrowed down with an in-depth research on two cultural-artistic festivals that were adopted as case studies.
Insights from the analysis of the festivals contribute to proposing the concept of Solidarity Pedagogy, which offers a critical-spatial approach to the process of learning about how to connect with others, through borders. In the context of Cyprus, this implies that learning solidarity can be achieved through embodied connections and temporary shared spaces, called in the thesis Interplaces. These shared spaces can be produced through spatial practices that are situated in everyday life, such as festivals, where the two communities cross the spatial border to meet, interact, and connect meaningfully, through critical and joyful forms of learning and co-creation.
Finally, the thesis asks what recommendations can be inferred from the case studies, two festivals, for a future practice and policy that help to transform perceptions of the other, and foster meaningful relationships between the two major communities of Cyprus. The thesis, thus, voices the urgent need to encourage embodied connections through the border, as a way to change perceptions about the ‘other’ community, and eventually cultivate acceptance across any otherness that exists on the island.
