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robertogreco : remediation   3

Frances Whitehead
"WHO WE ARE

Frances Whitehead is a civic practice artist bringing the methods, mindsets, and strategies of contemporary art practice to the process of shaping the future city. Connecting emerging art practices, the discourses around culturally informed sustainability, and new concepts of heritage and remediation, she develops strategies to deploy the knowledge of artists as change agents, asking, What do Artists Know?

Questions of participation, sustainability, and culture change animate her work as she considers the surrounding community, the landscape, and the interdependency of multiple ecologies in the post-industrial city. Whitehead’s cutting-edge work integrates art and sustainability, as she traverses disciplines to engage with engineers, scientists, landscape architects, urban designers, and city officials in order to hybridize art, design, science, and civic engagement, for the public good.

Whitehead has worked professionally as an artist since the mid 1980’s and has worked collaboratively as ARTetal Studio since 2001. She is Professor of Sculpture + Architecture at the School of the Art Institute of Chicago."


HOW WE THINK

strategic
edge-dwelling
collaborative
cultural futures
experimental
complexity
ethics + aesthetics
place-based culture
change
participatory
urban ecologies
systemic
re-directive
post normal
art + science
integrative
adaptive"


WHAT WE DO

Whitehead works in disturbed urban and rural sites, to integrate art and cultural expertise into their transformation. A series of linked civic initiatives include the Embedded Artist Project with the City of Chicago, SLOW Cleanup, a culturally driven phytoremediation program for abandoned gas stations, climate-monitoring plant programs throughout the USA and Europe, and an urban agriculture plan with the city of Lima, Peru. Currently, Whitehead is Lead Artist for The 606, a rail infrastructure adaptation project in Chicago, and serves as Advisor to re-imagine the environmental art program at the Schuylkill Center, in Philadelphia."
franceswhitehead  via:anne  art  science  cities  urban  urbanism  remediation  heritage  participation  sustainability  culture  culturechange  culturecreation  community  landscape  interdependence  ecology  civics  artetalstudio  chicago  collaboration  strategy  urbanecology  urbanecologies  ethics  aesthetics  systems  systemsthinking  participatory  complexity  future  futures  edge-dwelling  phytoremediation  lima  perú  the606  engineering  urbandesign  interdisciplinary 
october 2014 by robertogreco
Standards-Based Grading: The End | ThinkThankThunk
"The idea of remediation is a serious hang-up for those that like to have hang-ups about new ideas. At BIG, we’ve left this whole idea of scheduled learning–and therefore hacking scheduled learning–behind, which is all SBG really is, a nice hack of a broken system. Like sending Internet packets down phone lines.

Our students work towards a competency for the following reasons:

• Faculty take an enormous amount of time learning about the student’s passions, interests, and current projects.

• Our goal is to produce a resume-building experience and product the student can take with them long after they graduate.

• The student co-designs the projects, competencies, and work.

• Students seek out faculty time, and have significantly less required “seat time” than in a traditional environment.

• The pedagogy at BIG is wildly student centered

• Notable absence: for a grade

The last couplet of points is the most important. We’re seeing an insurrection of grading initiatives around the country, which almost by definition means that the whole thing is going to implode under the weight of poor implementations. Sad, but education is as education does.

So, why is SBG a gateway drug? Because the minute you admit that you’ve been grading ineffectively, you end up admitting all sorts of things are weird about school. Like schedules, like cookie-cutter assignments, like students doing work to be “done with it.”

It’s a gateway to student-centered pedagogy. It’s a gateway to asking what kind of projects can be done that envelope multiple standards. It’s an exercise in creating deadline-murdering, interesting projects."
remediation  grades  grading  education  teaching  learning  standards-basedgrading  assessment  competency  pedagogy  2013  schedules  standards  experience  shawncornally 
july 2013 by robertogreco
Economist’s Plan to Improve Schools Begins Before Kindergarten - NYTimes.com
"James J. Heckman, Nobel in economic science…

…marshals ample data to suggest that better teaching, higher standards, smaller classrooms & more Internet access “have less impact than we think…To focus as intently as we do on K-12 years misses how “accident of birth is greatest source of inequality”…

…urges more effectively educating children before they step into classroom where…they often are clueless about letters, numbers & colors — & lack attentiveness & persistence to ever catch up…

…contends that high-quality programs focused on birth to age 5 produce a higher per-$ return than K-12 schooling & later job training…reduce deficits by reducing need for special education & remediation, & by cutting juvenile delinquency, teenage pregnancy & dropout rates.

…families matter & attributed widening gap btwn advantaged & disadvantaged…

Test scores may measure smarts, not character that turns knowledge into know-how. “Socio-emotional skills”…are critical…"
jamesheckman  education  policy  schools  earlychildhood  poverty  cv  gettingtotheheartofthematter  families  children  parenting  deficit  us  politics  economics  schooling  training  inequality  accidentofbirth  luck  disparity  achievementgap  socialemotionallearning  disadvantages  advantages  delinquency  crime  remediation  learning  money  spending  unschooling  deschooling  socialemotional 
december 2010 by robertogreco

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