Difference between revisions of "Pedagogical Trans(parent)Operations"
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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
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
Links
CONTRIBUTE
Feel free to contribute to Beyond Social.