Difference between revisions of "Pedagogical Trans(parent)Operations"
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Refusing the call to order —— The undercommons | Refusing the call to order —— The undercommons | ||
| − | + | Transformative Pedagogies | |
Sleep-Over Symposium | Sleep-Over Symposium | ||
| Line 49: | Line 49: | ||
Redesign of Study module itself (learning how to learn) | Redesign of Study module itself (learning how to learn) | ||
| + | |||
| + | It is a form of learning that for the most part takes place outside of the classroom | ||
| + | |||
| + | Place is the site where learning occurs, where we learn from and what we act upon. | ||
P2: Place Based Learning (alternative classroom settings) | P2: Place Based Learning (alternative classroom settings) | ||
====ISSUES, PRACTICES, VALUE STRUCTURES, ETC==== | ====ISSUES, PRACTICES, VALUE STRUCTURES, ETC==== | ||
| − | * | + | |
| + | There are new, urgent issues for studying and practicing arts and design in the 21st century: limited resources & sustainable development, new ecologies & economies, new demographics & political struggles. These are not just themes to be addressed and reflected upon, but they redefine the very way artists, designers and educators work. Old hierarchies and traditional notions of authorship and ownership crumble. They make way for new forms of collaboration and transdisciplinarity in which communities, self-organization and networks play a crucial role. | ||
| + | |||
| + | Do not only visualize, aestheticize or serve social struggles in a subservient and docile way, but aim to innovate them in the true, radical sense of the word by redesigning underlying processes of design, production and interaction. | ||
| + | |||
| + | A social practice fundamentally deals with social issues. | ||
| + | |||
| + | Centering on the sociality of social practice provides the space that we need to better understand ourselves and others (humans and non-humans) | ||
| + | |||
| + | WdKA Social Practices embrace the commons as a new form of citizenship built on a deep attitude of caring for the planet and caring for the human beings who inhabit it. | ||
| + | |||
| + | Questions who is the "we". | ||
| + | |||
| + | Addresses the need for a critical engagement with more than the human world. | ||
| + | Addressing, challenging dispositions of power (and one's complicity in these systems) | ||
| + | |||
| + | * Personal engagement & accountability | ||
| + | * Social practice and the commons, practices of commoning | ||
| + | * Political awareness & shared responsibility | ||
| + | * Explicitly choose to personally experience mentioned systemic changes in order to examine and question | ||
| + | * them, to alter or reinvent them | ||
| + | * How can artists and designers challenge and reformulate dispositions of power? | ||
* Enacting radical change in existing economic, social or ecological systems | * 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) | * Considering how one's practice affects others and the society at large (for good and for bad) | ||
| Line 62: | Line 87: | ||
* To situate oneself and to stay in the complexity by maintaining a proximity to something | * 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 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 | + | * To be involved in collective-learning processes and forms of knowledge exchange within specific place-based or context-based environments<br> |
Social action (or activism) | Social action (or activism) | ||
| − | Critical practices of (political) care - | + | Critical practices of (political) care - which involve a practice of active listening and loss of the self and subjectivity. |
Collective + participatory practices | 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) | Iteration, slowness, long-term processes (how to teach that in short-term frames of school year... similar problem for teaching anthropology... not irreconcilable dilemma) | ||
| + | |||
| + | A critique of | ||
queering, challenging binary/normative forms of thinking and doing | queering, challenging binary/normative forms of thinking and doing | ||
radical forms of community building (which involve forms of self-organization) | radical forms of community building (which involve forms of self-organization) | ||
trust building | trust building | ||
| + | |||
| + | other-than-human temporalities | ||
| + | |||
| + | how can / does indeterminacy open up questions in a creative process? (s.a. design or artistic) - in a way that slows down the process, less making, less results, to call for different kinds of engagement and how to listen (Gan, 2019) | ||
| + | |||
| + | deep listening, attunement, responseability, reaction. (Tronto) | ||
| + | |||
| + | Instead of neoliberal/capitalist activism, which follows a capitalist logic of immediate results and 'payback', thinking in terms of ahuman activism in our practices produce new ecologies that are not immediately evident (McCormack) | ||
frictiousness, trouble, vulnerability, discomfort ----->>> staying with it, working through it with militant joy/joyful militancy | frictiousness, trouble, vulnerability, discomfort ----->>> staying with it, working through it with militant joy/joyful militancy | ||
Latest revision as of 08:11, 20 May 2019
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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
Transformative 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)
It is a form of learning that for the most part takes place outside of the classroom
Place is the site where learning occurs, where we learn from and what we act upon.
P2: Place Based Learning (alternative classroom settings)
ISSUES, PRACTICES, VALUE STRUCTURES, ETC
There are new, urgent issues for studying and practicing arts and design in the 21st century: limited resources & sustainable development, new ecologies & economies, new demographics & political struggles. These are not just themes to be addressed and reflected upon, but they redefine the very way artists, designers and educators work. Old hierarchies and traditional notions of authorship and ownership crumble. They make way for new forms of collaboration and transdisciplinarity in which communities, self-organization and networks play a crucial role.
Do not only visualize, aestheticize or serve social struggles in a subservient and docile way, but aim to innovate them in the true, radical sense of the word by redesigning underlying processes of design, production and interaction.
A social practice fundamentally deals with social issues.
Centering on the sociality of social practice provides the space that we need to better understand ourselves and others (humans and non-humans)
WdKA Social Practices embrace the commons as a new form of citizenship built on a deep attitude of caring for the planet and caring for the human beings who inhabit it.
Questions who is the "we".
Addresses the need for a critical engagement with more than the human world. Addressing, challenging dispositions of power (and one's complicity in these systems)
- Personal engagement & accountability
- Social practice and the commons, practices of commoning
- Political awareness & shared responsibility
- Explicitly choose to personally experience mentioned systemic changes in order to examine and question
- them, to alter or reinvent them
- How can artists and designers challenge and reformulate 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 - which involve a practice of active listening and loss of the self and subjectivity.
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)
A critique of
queering, challenging binary/normative forms of thinking and doing radical forms of community building (which involve forms of self-organization) trust building
other-than-human temporalities
how can / does indeterminacy open up questions in a creative process? (s.a. design or artistic) - in a way that slows down the process, less making, less results, to call for different kinds of engagement and how to listen (Gan, 2019)
deep listening, attunement, responseability, reaction. (Tronto)
Instead of neoliberal/capitalist activism, which follows a capitalist logic of immediate results and 'payback', thinking in terms of ahuman activism in our practices produce new ecologies that are not immediately evident (McCormack)
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
Links
CONTRIBUTE
Feel free to contribute to Beyond Social.