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robertogreco : radical   11

AntipodeFoundation.org | A Radical Geography Community
"A Radical Geography Community"



"Since August 1969 Antipode has published peer-reviewed papers which offer a radical (Marxist/socialist/anarchist/anti-racist/feminist/queer/green) analysis of geographical issues and whose intent is to engender the development of a new and better society. Now appearing five times a year and published by Wiley-Blackwell, Antipode continues to publish some of the best and most provocative radical geographical work available today; work from both geographers and their fellow travellers; from scholars both eminent and emerging.

As the Editorial Collective said in a recent editorial (‘Antipode in an antithetical era’ Antipode 43:2): “We welcome papers which are challenging, which exhibit a will to not only interpret but also transform the world. Antipode papers are rigorous and intellectually substantive, they wrestle with debates in geography and take them forward. But they also go well beyond geography, trespassing and disrupting disciplinary borders. They are original, but not just original: they want to be significant to theory and practice. They are argumentative, scholarly and clear, able to withstand the trials and tribulations of peer review; but they are also alive, animated, and compelling to read. In many instances they ooze political fervour, but they may do this in different ways, not just through angry rhetoric or savage polemic (although these are forms of radical writing which we also acknowledge and cherish). Antipode papers can be – perhaps even should be – collaborative and cooperative. They are not despairing. They are hopeful but not naively so. They are often normative, probing ‘what ought to be’ rather than just ‘what is’: in this sense, they may be explanatory-diagnostic but also anticipatory-utopian. They may interrogate wider structural logics but also be based in lived experiences. And – did we already say this? – they are passionate! Like many who opt for academia, we are driven and motivated; have a fastidiousness for detail; love of language and a clearly delivered thesis; and ardor for the unexpected. Antipode is for us, above all, about passion: passionate writing informed by a passion for justice, in the service of liberation rather than salvation. The quest is not for transcendent Truth but for historical truths that we can confront or enact (as the case may be). Antipode papers are timely, they resonate, speak to, or in some way help us understand – in order to change – existing forms of domination. They generate new, practical ideas for radical politics, broadly defined.”"
geography  radical  radicalgeography  katherinemckittrick  publications  journals 
october 2015 by robertogreco
Deconstructing the Experience of the Local: Toward a Radical Pedagogy of Place | Ruitenberg | Philosophy of Education Archive
"A radical pedagogy of place is a pedagogy of “place” under deconstruction, a pedagogy that understands experience as mediated, that understands the “local” as producing and being produced by the trans-local, and that understands “community” as community-to-come, as a call of hospitality to those outside the com-munis. In a radical pedagogy of place, students are taught to see the multiplicity of and conflicts between interpretations of a place, the traces of meanings carried by the place in the past, the openness to future interpretation and meaning-construction. A radical pedagogy of place does not pretend to offer answers to or “correct” interpretations of hotly contested places. A forest is a site of economic benefit to the logging and tourism industry, as well as an ecosystem, as well as land formerly inhabited by Indigenous people. An inner city neighborhood is a crime statistic, as well as an architectural site, as well as a social system held together by resilience and solidarity. A radical pedagogy of place acknowledges the local contextuality of discourse and experience, but it examines this locality for trans-local traces, for the liminal border- zones, for the exclusions on which its communal identity relies. It encourages not entrenchment in one’s locality and community but rather hospitality and openness.

It is ironic that one of the strengths of place-based education, touted by Orr and others, is that it forces educators and students alike to think and work in interdisciplinary ways: to leave the home of their discipline, to wander and engage in relationships with other disciplines. The hybridity of interdisciplinary approaches needed for place-based education is not possible without a certain nomadism. It might be objected that successful interdisciplinary work is possible only if the theorist is sufficiently rooted in the “home” discipline not to get lost in the wandering. This only underscores, however, that a home is not a home until one can leave it and open it to the other — otherwise, it is a prison.

If one wishes to educate students to have a commitment to their social and ecological environment, one needs to start with an emphasis on commitment rather than on locality or community. Despite the commonly used metaphor, human beings do not grow actual roots on which they depend for their physical, intellectual, or ethical nourishment. Instead, nomads who have learned the ethical gestures of hospitality and openness to a community-to-come will bring nourishment to any place in which they land."
claudiaruitenberg  community  communities  learning  commitment  place  location  local  2005  via:steelemaley  nomads  neo-nomads  roots  ecology  interdisciplinary  education  pedagogy  place-basededucation  environmentaleducation  davidorr  michaelpeters  jacquesderrida  thomasvanderdunk  gregorysmith  mckenziewark  robinusher  janicewoodhouse  cliffordknapp  paultheobald  shaungallagher  henrygiroux  anthropology  experience  radical  radicalpedagogy  johncaputo  drucillacornell  canon  place-basedlearning  place-based  place-basedpedagogy 
march 2013 by robertogreco
The Reykjavik Grapevine - Life, Travel and Entertainment in Iceland / School For The Rest Of Us: The Radical Summer University
"I think of the Radical Summer University (RóSu) as a way of keeping a certain spirit of radical conversation and questioning open and, most importantly, accessible to both seasoned activists and younger people who are perhaps just beginning to be critical of their social environment."

"Icelandic society as a whole needs to get rid of capitalism, patriarchy, the exploitation of natural resources, xenophobia and racism. This holds for other societies too, clearly; and some of these goals can obviously not be reached except by global action."

"Universities in Iceland are very docile places. Can that be changed?"

[Some courses]

‘The Wire’ and Marxist social thought
The Argentine economic crisis and Argentine film
Radical Pedagogy
Feminism, activism and the Internet
Environmentalism and civil disobedience

[See also: http://sumarhaskolinn.org/ AND http://www.akademia.is/ ]
pedagogy  radicalpedagogy  marxism  economics  argentina  civildisobedience  feminism  thewire  patriarchy  racism  lcproject  capitalism  xenophobia  society  politics  activism  the2837university  freeschools  deschooling  unschooling  radicalism  radical  education  2012  rósu  reykjavikacademy  radicalsummeruniversity  iceland  viðarÞorsteinsson  reykjavík 
august 2012 by robertogreco
San Francisco School Takes Experiential Learning to the Next Level - Education - GOOD
"Imagine receiving an electric drill to use at school—and the freedom to learn and explore while building things with it. That’s what happens at Brightworks, a year-old nonprofit private alternative school located in San Francisco’s Mission District.

The school is tiny—just 20 students between 6 and 13 years old—but it's building quite the reputation for its innovative learning philosophy. Brightworks takes its cues from the maker and tinkering movements, which do away with formal classroom instruction in favor of project-based experiential learning.

Students aren’t divided into traditional grade levels, either: The school allows kids to interact naturally across age groups—older students work on more sophisticated projects while younger ones learn primarily through play. And, instead of relying on tests to measure learning, the school's students create portfolios. …"

[Video embedded]
hybridskills  behavior  social  kidcity  learning  confidence  radicalschooling  alternative  radical  projectbasedlearning  mixed-age  smallschools  lcproject  video  sanfrancisco  make  making  learningbydoing  democraticlearning  democraticschools  democraticeducation  deschooling  unschooling  collaboration  schooldesign  schools  cv  education  lizdwyer  assessment  self-directedlearning  2012  brightworks  gevertulley  pbl 
july 2012 by robertogreco
AA SCHOOL OF ARCHITECTURE - Lectures Online [Counterculture?]
"This afternoon event includes a roundtable discussion led by Jeffrey Inaba, Features Editor of VOLUME, an independent quarterly for architecture. Issue 24 of the journal, published in autumnn 2010, examines current interests and recent histories of counterculture: in architecture, the environment, politics, art and culture. The 1960s countercultural roots of the hippie generation are now mainstream, and alternative values of 40 years ago can now be seen to guide the world of technology. At first glance, what appears prescient about the 1960s when looking at current US culture is the preoccupation with computer technology, the natural environment and alternative forms of community; but today each is disconnected from the radical political action and oppositional ideologies of the earlier era. Discuss.

This afternoon's roundtable conversation will include Jeffrey Inaba, Mark Wigley and others, and will be moderated by Brett Steele."
oppositionalideologies  radicalpolitics  radical  activism  politicalaction  technology  mainstream  art  culture  politics  design  environment  2011  ineswizman  petercrump  grahamcaine  markwigley  brettsteele  chalresholland  davidgreene  counterculture  1960s  architecture  jeffreyinaba 
june 2012 by robertogreco
Radical alternatives? Surely we can do better? « The Third University
"2. …Mimicking what we are railing against is comfortable but changes little. It simply gives us a new, safe space in which to rail and exclude.

3. The process of consensus is disabling where it is shackled to a perceived need to be productive or by self-imposed time constraints or by the fear of being bogged down in long discussions, and by the desperate, unquestioned desire to act now. However, we’ve seen the allegedly direct democratic process of consensus used in time-limited ways to marginalise or simply give voice to those more experienced in the process. In this way it is no different to standard institutionalised forms of governance. But what is worse is the subtext that it is more open and transparent, and that somehow at every point we don’t have to out power relationships. The network, for all our trite statements about newness, is neither new nor power free. It is just as hateful and disabling, or just as counter-hegemonic and different."
technology  principles  answers  commodities  gandhi  vinaygupta  alternativeeducation  radical  criticalpedagogy  permaculture  place  employability  pedagogy  anarchy  anarchism  education  deschooling  unschooling  lcproject  hypocrisy  organizations  capitalism  process  consensus  democracy  change  2011  thirduniversity  hierarchy  control  power 
december 2011 by robertogreco
Field Notes: Adventures in Radical Schooling
"Follow the extensive field studies of the students from Northwest Passage High School. Our Mission: Rekindling our hope, exploring our world, seeking our path, while building our community."
northwestpassagehighschool  education  unschooling  deschooling  learning  highschool  radicalschooling  radical  blogs  lcproject 
july 2011 by robertogreco
The Purple Thistle Institute
"The PTI will be something like an alternative university, or maybe better: an alternative-to-university. The idea is to bring together a bunch of engaged, interested people to talk about theory, ideas and practise for radical social change. We’ll have a great time, meet good people, get our praxis challenged and with luck refine and renew our ideas, politics and energies.

Importantly, the conversations will very deliberately cut across radical orientations – anarchists, socialists, lefties, progressives, anti-colonialists, anti-authoritarians, ecologists of all stripes are welcome. The idea is to work, think and talk together – to articulate and comprehend differences sure – but to find common ground, get beyond factionalized pettiness and stimulate radical ecological and egalitarian social change. We want to get good people with good ideas together to talk and listen to each other."
conferences  unconferences  the2837university  agitpropproject  unschooling  deschooling  education  learning  conversation  matthern  vancouver  socialecology  change  egalitarian  ecology  anti-colonialism  socialism  anarchism  anarchy  left  progressive  radical  2011  britishcolumbia  altgdp  alternative  alternativeeducation  socialchange  gamechanging  politics  policy  astrataylor  cecilynicholson  carlabergman  amjohal  geoffmann  glencoulthard  decolonization  activistart  art  urbanstudies  economics  contemporary  socialphilosophy  criticaltheory  bc 
february 2011 by robertogreco
Tuttle SVC: Oh Lord I Need to See This [on The Modern School Magazine]
"Growing out of the News Letter was one of the so-called "little magazines" which proliferated during the early decades of the century, mounting an attack upon the "genteel tradition" in the arts. Lovingly edited and printed, it became one of the most beautiful cultural journals ever published in America, rich alike in content and design. Luanched in 1912, it continued until 1922, surveying a whole range of literary, artistic, and educational ferment of the period. According to Manual Komroff, it "cut new furrows in a parched land." (...)
schools  schooldesign  curriculum  arts  learning  education  radical  change  creativity  art  unschooling  deschooling  lcproject  tcsnmy  history  philosophy  teaching  magazines  publications  culture 
december 2008 by robertogreco

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