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|Summary=Hello.

Welcome to the Pedagogical Trans(parent) Operations Headquarters. These are ongoing notes from the faculty of Social Practices . The refer to planning and ideas for the curriculum. These should be transparent and collective processes. These will be wild and often incomprehensible, nothing yet written in stone, solid intentions and blurry plans. They are a texture of what is to come. You may join, edit, correct, and modify as you please, but do remember to leave a trail of what came before, so we know the history of our thought processes. Meaning, don't erase previous work, but rather strike out, redraft or build upon it. Sometimes, it's useful to go back and recover things from the cutting room floor. Thanks!
|Article=== MICHELLE + CLARA ==
MEETING AUTONOMOUS +/- SOCIAL
2019-04-26

===SG THEORY===
Should be start of October, so Michelle can do her symposium.
Warm Up, Stay Up ? - LAST YEAR TITLE: Hardcore This-That


=== Symposium ===

Refusing the call to order —— The undercommons

Transforming Pedagogies

Sleep-Over Symposium 

Host Families

Queer sports 2?

Chto Delat

Bio-rhythmic

=== AUTONOMOUS +/- SOCIAL OVERLAPS ===

 WHAT IS AUTONOMOUS
Florian sez: Self Organization (for Art) + Creation  of Autonomous Spaces

P2: Artistic Research
We think: Enact Institutional Critique


 WHAT IS SOCIAL

====PEDAGOGICAL METHODS - Learning how to learn====
Participatory curriculum plannning

Performative research

Horizontal Classroom Discussion

Critical group reflection 

Redesign of Study module itself (learning how to learn)

P2: Place Based Learning (alternative classroom settings)

====ISSUES, PRACTICES, VALUE STRUCTURES, ETC====
* Challenging dispositions of power 
* Enacting radical change in existing economic, social or ecological systems 
* Considering how one's practice affects others and the society at large (for good and for bad) 
* Considers one's position (as citizen, artist, designer and educator) in society 
* Developing a pedagogical practice that are direct probes into politics and society 
* Working (as a socially-engaged artist or designer) with and within situations. 
* Addressing the sociological and theoretical underpinning of working in and with communities
* To situate oneself and to stay in the complexity by maintaining a proximity to something 
* To develop an ethical approach to real-world encounters
* To be involved in collective-learning processes and forms of knowledge exchange within specific place-based or context-based environments

Social action (or activism)

Critical practices of (political) care ----

Collective + participatory practices

Iteration, slowness, long-term processes (how to teach that in short-term frames of school year... similar problem for teaching anthropology... not irreconcilable dilemma)

queering, challenging binary/normative forms of thinking and doing
radical forms of community building (which involve forms of self-organization)
trust building

frictiousness, trouble, vulnerability, discomfort ----->>> staying with it, working through it with militant joy/joyful militancy

 DD WEEK 2: Content Day

Ask all the other teachers what they bring to the table, remember what you're here for, what you stand for, what you know how to do, how do we identify these ingredients and represent them in the curriculum..

We should also ask studnets what they want, what they expect to find at the table, what ingredients they also bring or need to make their soup! (Shailoh's stone soup)

Talk with Reinaart (Food Station) for catering concept. 

Table cloths and note pads


 UCL DECOLONIZING THE CURRICULUM STUDENT GROUP

Start with joint workshop of UCL students presenting their white paper and the workshop they did for their teachers in Anthro dept of UCL

Then break off, students from UCL keep activity going with WDKA students, teachers move into second part of the day

 SETTING THE TABLE (What We Bring to the Table) CATERED

CLARA Application to WdKA MiniManifesto Points: Critical Tenderness, Horror Vacuism (Aggressive Marginalia), Contemporary Vernaculars, Deep Hanging Out, Repeat Tacticality

MICHELLE: 

 WORK TABLES (per vraagstuk)

Each vraagstuk groups and discusses plans for 3/4 year, how to turn these into a solid 2-year "program" instead of 3rd year doing its own thing and 4th year also doing its own thing... pool resources, create continuity of discourse that builds up over the 2 years, communication flows improved, collectivise labor, grounded/shared/collectivized comprehension of the areas of interest/pedagogical practices
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