Anne Julie Arnfred

Anne Julie Arnfred is a curator and postdoctoral researcher at PASS – Center for Practice-Based Art Studies in Denmark. She holds a PhD from Roskilde University (2019-2024) and was a research fellow at Advanced Practices, Goldsmiths, University of London (2019-2024). At PASS, she leads the research project Beyond the Page: Exhibitions as Situated Acts of Publication and curates PASS’s experimental publication formats - whatever form they may take. Arnfred’s research operates at the intersection of artistic, academic, and lived epistemologies.

Her work is concerned not only with what knowledge is produced, but with how - and with whom - it is produced, and with what is given attention in these processes. She focuses on what happens when different knowledge practices and ways of knowing-from art, scholarship, and embodied experience - are brought into relation through events, exhibitions, and collaborative processes. Here, knowledge is not seen as a fixed outcome, but as a situated, relational unfolding - a performative negotiation across disciplinary and institutional borders. Rather than privileging outcomes, Arnfred attends to the in-between spaces of co-creation, where curatorial and research practices function as mediating structures that facilitate new approaches to publishing, research, and engagement across disciplines.

Arnfred is the recipient of the Elite Research Travel Grant (2021) from the Danish Ministry of Higher Education and Science. She holds an MA in Art History from the University of Copenhagen and studied for three years at Centro Morelense de las Artes in Mexico. She has worked as a curator at major Danish institutions such as Nikolaj, Copenhagen Contemporary Art Center, and The Museum for Contemporary Art, Roskilde. Her published work spans peer-reviewed journal articles, chapters in edited anthologies on curating, and educational materials for both secondary and higher education.

Her writing and curatorial work often dwell in the borderlands between art, research, and situated knowledge practices, seeking not only to present knowledge but to rethink the conditions under which knowledge emerges.