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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

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<br>

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
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