Audrey Yang





→  2026
→  2025
→  2024
→  2019-2023




























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This is a practice of unlearning shame. I used to feel like a black sheep for not meeting rectilinear expectations, for expressing anger and disobedience, for treading on tightropes to prove my worth to others. To challenge preconceptions of value, I began salvaging and transfiguring scraps from my surroundings that would otherwise be discarded. I want to honor their potential beside and beyond their ‘intended' function, as we ourselves exceed such identification. I sew them through and over themselves, soaking and dying to relax them, peeling and pressing them from one surface to another, taking apart and puzzling them together over several months, to see what it may yield. I build them steel bones and wooden scaffolds to visualize prediction and expectation—order and limit—against which the accumulation of ‘accidents’ and ‘mistakes’—chance and entropy—becomes the substance of freedom.


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What does it mean to self-govern? From an individual standpoint: what sovereignty or power do we have over our bodyminds? Over our construction of self, which is continuously informed by our surroundings | surroundings which are continuously informed by us? 

To what extent is the architecture around us, how we learn to move our bodies, how we access the means of our own survival (food, water, etc.) inherently un-democratic? What are concrete steps we can take to become the source of our own sufficiency right now? To what extent are our imaginings of [our collective capacity to lead lives that feel meaningful and/or worth living] bound by unmarked structures of power: structural racism, capitalism, colonialism, imperialism, etc.?  

To tag these structures—to sense them for what they are rather than operating as if they were reality itself—we have to learn to sense, learn new senses, at and beyond known capacity. 


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  1. There is no singular or universal definition of learning.
  2. The duty of a teacher is to be curious, and to believe that everyone can learn. All action follows this principle, even and especially when learners believe they are incapable, unfit, or unworthy. 
  3. Sustainable and sustaining learning is rooted in care and respect for others (human and post-human), which is rooted in care and respect for yourself. 
  4. Self-acceptance—the unlearning of shame—generates reciprocal webs of curiosity between oneself and others. 
  5. Curiosity enables learners to think, work, interact, and imagine beyond disciplinary boundaries, beyond secondhand language, towards something infinite.
  6. Through consistent engagement with diverse antecedent and contemporary networks of knowledge, the teacher believes that—like the exploration of outer space, or the deep sea floor, or the workings of our own brain—we have sensed less than 0.001% of what our art, our communities, and what we ourselves, could be. 
  7. That which we do not yet know becomes hope, reason, and meaning for life.
  8. Hope is labor. This is the work that students and teachers—all learners—carry out, every day.
All works and content copyright © 2026 Audrey Yang. Not to be used without written permission.