This text narrates the experience of approaching education in a Swedish Upper Secondary School as a performance. In the interstices of pedagogy and art, it explores performative andrelational learning strategies. From a radical pedagogical perspective, it attempts to challenge and shift the inherent power asymmetries between teachers and students, by attempting to createa learning space with methods from a participatory art field. The text unfolds from an Action Research field study conducted by me, in collaboration with 23 students in a class I teach in “Estetisk kommunikation” [Aesthetical communication]. The students play the part of coresearchers, exploring what it would mean to them to approach their educational environment asa performance. With an autoethnographic method we explore the different voices in our space, and generate the study data through the act of Free Writing. We move through narratives ofspaces, bodies, principles, voices, the I and the other, and text, and dwell in the meaning of the unknown, critique, crises, togetherness, creativity and freedom. The results point to strategies of genuine presence, care and joy, and the necessity to resist and unlearn the pedagogical habits generated within the contemporary educational system of Sweden.