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learning is a full time occupation
a 'problem'  empty (or unclear) insight <ul><li>Hegel + Marx = Strike </li></ul><ul><li>Power relation needs substance. (f...
unrealised 'potential': learning commons <ul><li>The UCL Occupation: mostly unrealised potential. </li></ul><ul><li>(Re-)v...
keeping up appearances: dispelling a few myths. <ul><li>Media is a factory, not a mirror </li></ul><ul><li>Information is ...
Who is “we”, and what does “we” want to do? <ul><li>Social Media: shallow, but oh-so-wide: </li></ul><ul><ul><li>Not only ...
(a) suggestion <ul><li>All problems are inscribed in a cultural framework. </li></ul><ul><li>Truly alternative solutions n...
(b) suggestion <ul><li>Space has been opened, time is right...  </li></ul><ul><li>Cultivate debate -> action </li></ul><ul...
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Learning Is A Full Time Occupation

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Learning is A Full Time Occupation Pecha Kucha by the Reverse Panopticon. Presentation at #lwf11 Thursday January 13th 2pm Curated by Fred Garnett

Published in: Education
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Learning Is A Full Time Occupation

  1. 1. learning is a full time occupation
  2. 2. a 'problem' empty (or unclear) insight <ul><li>Hegel + Marx = Strike </li></ul><ul><li>Power relation needs substance. (factory?)‏ </li></ul><ul><li>Action without subjectivity is not a solution. </li></ul><ul><li>Subjective identity requires coherence... not only appearance. </li></ul><ul><li>Implicit doesn't mean complicit. </li></ul>
  3. 3. unrealised 'potential': learning commons <ul><li>The UCL Occupation: mostly unrealised potential. </li></ul><ul><li>(Re-)valuing the social: business, politics, education </li></ul><ul><li>Pioneering social formations: turning “business” on its head. </li></ul><ul><li>Concrete solutions for a changing learning environment: a model for universities' to copy. </li></ul><ul><li>Space-time platform for subjective activism. </li></ul>
  4. 4. keeping up appearances: dispelling a few myths. <ul><li>Media is a factory, not a mirror </li></ul><ul><li>Information is mediation: violence to reality </li></ul><ul><li>Ideology is culture, culture is ideology </li></ul><ul><li>Media-coverage builds a shell, but hollows the core </li></ul><ul><li>Mobilisation is only a means </li></ul><ul><li>Consumer-activism is still top-down, not horizontal </li></ul>
  5. 5. Who is “we”, and what does “we” want to do? <ul><li>Social Media: shallow, but oh-so-wide: </li></ul><ul><ul><li>Not only direct action, think longer term </li></ul></ul><ul><ul><li>propagate a model of small-scale organisation </li></ul></ul><ul><li>Layering the “we”, word to leaders: </li></ul><ul><ul><li>encourage layered debate on identity and purpose </li></ul></ul><ul><ul><li>encourage groups to self-organise </li></ul></ul><ul><ul><li>take responsibility for your own leadership </li></ul></ul><ul><ul><li>do your own shit </li></ul></ul>
  6. 6. (a) suggestion <ul><li>All problems are inscribed in a cultural framework. </li></ul><ul><li>Truly alternative solutions need to be cultivated (occupation of space-time). </li></ul><ul><li>Identity is something to cultivate, not impose. </li></ul><ul><ul><li>(same goes for structure)‏ </li></ul></ul>
  7. 7. (b) suggestion <ul><li>Space has been opened, time is right... </li></ul><ul><li>Cultivate debate -> action </li></ul><ul><li>Two different visions of the Student Movement: </li></ul><ul><ul><li>Sociopolitical activism </li></ul></ul><ul><ul><ul><li>Whither, Education in the UK? </li></ul></ul></ul><ul><ul><ul><li>Direct Action as means, not end. (protest, flashmob)‏ </li></ul></ul></ul><ul><ul><li>Intra-university activism </li></ul></ul><ul><ul><ul><li>Social space-time occupation as learning </li></ul></ul></ul><ul><ul><ul><li>Getting staff on board </li></ul></ul></ul><ul><ul><ul><li>Pitching solutions to “business and administration” </li></ul></ul></ul>

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