"In institutional terms, we have seen this witnessed in the merge between art, economy, fashion and academies in the uk, exemplified by the Thatcherite transformation of the art educational system into a cultural industrial complex, reaching its apex with the hegemonic position of Goldsmiths College and the Young British Artists generation of artists in England in the 1990s.  A similar tendency can be seen in other places and institutions (such as Yale and now Columbia University in the United States), and shows how the Anglo-American system of education, capital and culture, along with general political implementations of deregulation and state control, are exported from the us through the uk and into Europe. Internation-alization and harmonization of education also mean a normalization, and a possibility of transforming the educational sector into a competitive market. It is, in these cases - and one could easily mention European schools as well - quite obvious which system artists are educated for as well as within: one and the same. However, as indicated, it is also possible to think of education as a process of thinking, of unlearning certain modes of knowledge and production and subjectivity, of questioning these very structures rather than embracing them. It should be possible to think of educational spaces that are produced through subjectivities rather than merely producers of them. Or put in other words, not just producing artworld artists, but rather positions within as well as without the art world and its repetitious economies of galleries, collectors, markets, careerings, reifications, trends and circuits."