31 Matching Annotations
  1. Jun 2015
    1. the central issue of ‘the idea of the university’, the meaning and purpose of higher education, is reinvented at the level of curriculum development as a democratic, horizontal pedagogical process

      Is this different from self-directed learning?

    2. ‘education’ cannot be separated from ‘life’ in institutions, and that thinking about education cannot be separat ed from the spaces and times in which we produce knowledge – which, in this formulation, are potentially everywhere and always.

      Embodied cognition?

    3. Given the extent to which the language of man a gerialism has overwhelmed the discourse of higher education, this is no mean achievement

      A kind of re-balancing? Appropriate this space to create something beyond managerialism?

    4. living knowledge

      ‘the theoretical and practical knowledge of social life in the community’ (Lefebvre 1969: 155)

    5. a moral code: ‘social ethics’ rather than ‘business ethics’ (161), grounded in what Merrifield describes as the Other of abstract labour, ‘the nature and capacities of concrete people’ (21).

      hmm....saturated? Is the LMS a teaching landscape? Is the open web another?

    6. patial learning landscapes within which teaching is set: at the geographical level of the classroom , the campus and beyond; but also as a horizontal space within which collaborations can multiply. And, in a learning environment that is saturated with digitalised educational technologies how are students made aware of the politics of machinic production.

      hmm....saturated? Is the LMS a teaching landscape? Is the open web another?

    7. time is no longer simply a measure of work, but a rhythm which corresponds to the ‘beat or pulse of human life’ (Ne ary and Rikowski 2000). Living labour.
    8. use value is converted into exchange value in a process dominated by both the violence of abstraction and resistance to abstraction,

      two sides of a coin that create the problem? In trying to solve it, perpetuates it? I have no idea what this means...yet seems important to understand it

    9. The supreme good is time - space: this is what ensures the survival of being, the energy that being contains and has at its disposal’


    10. tudent research and research - like activity at all levels of undergraduate programmes, for the production of new knowledge and not simply as a pedagogical device

      I love this! teaching people how to inquire early

    11. t is therefore likely that any really promising occupation of the curriculum, which app ropriated it to communalise, defetishise and decommodify education, would constitute a direct threat to the logics of capital and give rise to political struggle.

      I have difficulty with this type of language.

    12. less metaphorically – the alienation and exhaustion that come from the intensification, exploitation and ab straction of academic labour.

      Is this part of the 'why' rage should be situated?

      In the UK we have: "We have rather lost control over the form, structure and function of academic knowledge; the determination of the times and spaces in which we teach and learn; the relationships between educational philosophies and the material environments of teaching; and relationships between students and teachers."

      If this is so in this sweeping kind of way, then may be I need to become more of an activist...

    13. “occupy” our classrooms, “occupy” the curriculum, and then collect stories about what we have done (Bigelow 2011)

      It’s your classroom; occupy it with some important and creative lessons! Amen to that! and yet becoming harder to do with LMS requirements

      but authors suggest caution:

      "As Judith Butler advised, while acting out can give a buzz of empowerment, ‘it’s really important to be able to situate one’s rage and destitution in the context of a social movement’ (Bella 2011)"

      I am not sure I have ever situated my rage in the context of a social movement. Should I? Why?

    14. So what might it mean to ‘occupy’ a curriculum?

      Well, people what might it mean?

    15. ‘We are always in occupation’

      We understand what is occupying a space and then adapt what is there for alternative purposes. It is how knowledge grows.

    16. It can only exist when enacted within particular social relations and material environments , spaces and times

      This reminds my of Jim Groom's idea of content being the residue of relationships that exist in space time...

      The Really Open University love that!

    17. a confirmation of the unde fined and indefinable multiplicity of things, and gets lost in classifications, descriptions, and segmentations’, curricula may be regarded as violent abstractions in their own right

      I love the evocative words...and I do not really understand them... is it as simple as a curriculum can be a violent abstraction if it is fixed and 'unoccupied'?

    18. t may be said of a natural space modified in order to serve the needs and possibilities of a group that it has been appropriated by that group. Property in the sense of possession is at best a necessary precondition, and most often merely an epiphenomenon, of “appropriative” activity, the highest expression of which is the work of art

      Discuss please? Their lips move but I cannot hear what they are saying

    19. will remain a permanent crisis unless it is understood in a more holistic materialist way.

      This seems to imply an asserted need for embodied ( I prefer it to materialist) understanding?

    20. ‘reconfigure the common experience of the sensible’ and ‘create a new landscape of the visible , sayable and doable’

      And does this landscape now include the virtual? How?

    21. They also asserted that because it was primarily an idea or collectivised sense of agency, it could never be ‘evicted’ from social relations.

      I love the idea that you cannot evict an idea :)

    22. The logics and languages of Occupy resonate with these projects, being experimental, emerge nt, focused on journeys rather than destinations, valorising the critical attitude, positioned outside of hegemonic discourses and practices, and radically hopeful (Cote et al . 2007: 14)

      Sounds familiar?

    23. primary function of both formal and informal education is to produce docile neoliberal consumer - citizen subjects,

      I am having difficulty with the overly generalised propaganda. This depersonalised the activity of education. Some educators might produce such beings but not all?

    24. the Occupy movement is explicitly pedagogical

      I never thought about this before. The very existence of something in space and time can be pedagogical? They know they will not succeed but they will teach?

    25. does Occupy open new possibilities for reclaiming higher education from capitalist logics; for creating new forms of teaching, learning and critical inquiry that enable the production of autonomous subjectivities and liber ating relationships within, but more importantly beyond, formally ‘occupied’ territories and environments?

      How can we enable the production of autonomous subjectivities and liberating relationships within and beyond formally ‘occupied’ territories and environments? Is this not what the open education movement is trying to do?

    26. Do the core principles and diverse practices of Occupy, as well as its weaknesses and contradictions, suggest a new ‘pedagogy of space and time’ (Lefebvre 2008: 354) that can inform the increasing struggles against all forms o f dehumanisation in contemporary society, including, but not solely, those which have their origins in the violence of capitalist abstraction?

      Okay 'the violence of capitalist abstraction' somebody give me something beyond surface meaning?

    27. critical pract ical reflexivity is more than simply intellectual or theoretical knowledge production; that it is embodied, affective, intersubjective and collective;

      Critical Practical Reflexivity has a certain ring to it

    28. a critique of the politics of space and time into the institutions and idea of education itself.

      What does this mean?

    29. as educators who are seeking to ‘occupy’ spaces of higher educat ion inside and outside of the institutions in which we work.

      I have been interested in Occupy for a while. What an interesting use of an explicit metaphorical mapping. Occupy as a non-physical activity

    30. ‘deviant or diverted spaces, though initially subordinate, show distinct evidence of a true prod uctive capacity’ (2008: 383), and in doing so reveal the breaking points of everyday life

      Connections to third space and heteropias?

    31. groups take up residence in spaces whose pre - existing form, having been designed for some other purpose, is inappropriate to the needs of their would - be communal life

      This paper is not about online spaces, but resonates strongly with connected learning spaces?