'자기교육'에 해당되는 글 5건

  1. 2013.06.17 대학의 지식공장화와 POST-U 프로젝트: 프랑코 베라르디 ‘비포’와의 공개 토론
  2. 2010.04.25 [번역] Manifesto: occupation at the University of Puerto Rico (korean translation) (4)
  3. 2010.03.07 bologna burns!
  4. 2010.03.07 Rochester Free School: Interviews
  5. 2009.10.06 Toward a Global Autonomous University

대학의 지식공장화와 POST-U 프로젝트: 프랑코 베라르디 ‘비포’와의 공개 토론

뚝딱뚝딱 2013.06.17 13:09









Trackback 0 : Comment 0

[번역] Manifesto: occupation at the University of Puerto Rico (korean translation)

지필묵 2010.04.25 03:29


푸에르토리코 대학 점거 선언문




인문학부는 당신의 것이자, 그/녀의 것이며, 우리의 것이다. 그러니 그것을 참여와 협력으로 가득찬 활발하고 역동적인 공간으로 변화시키자. 경쟁과 우려라는 국가 및 행정부의 태도를 바꾸고 협력, 열정, 젊음의 환희로 대체하자. 

현존하는 권력구조들이 이미 균열을 일으켰고 자신의 안티휴머니스트적 의제들을 드러내었으니, 현재와 미래는 사랑과 행동에 대한 호소로 채워져야할 것이다. 우리의 학문공간들은 권력자들에게 포위되어 있으며, 그것은 해방의 도구로서 환수되어야 한다. 휴머니스트들인 우리는 모든 종류의 가능한 세계들을 상상하고 창조할 수 있다. 이 가능한 세계들을 현실로 바꿀 때이다.

우리는 우리 자신을 찾고자, 우리를 분리시키고 소외시키려는 어떤 시도도 떨쳐내고자 학부를 점거하고 있다. 그러한 죽음 대신 우리는 우리 입에 채워진 재갈을 벗어버리기로, 그리고 새로운 세계가 우리의 가슴으로부터 형성되었음을 세계에 알리기로 결정했다.

우리는 생각하고 성찰하고 비판하는 다중이다. 우리는 심장박동이 주먹과 입맞춤의 상호작용으로 다져진 세대이다. 

이것은 대학을 지키자는 호소가 아니라, 수평적이며 위계적이지 않은 참여적이고 민주적인 새로운 어떤 것으로 다시금 의미를 부여하자는 호소이다. 

우리의 행동은 다양함에 대한 호소이며, 우리의 교육공간을 정의하는 복수성에 대한 호소이다. 그것은 새롭고 상이한 세계들, 나라들, 도시들, 다중들, 공간들에 기여하는 모든 유형의 풍부한 지식 전체이다. 


우리는 위기와 주변화의 자녀이며, 억압과 약탈의 경제체제의 자녀이다. 우리는 참여를 비난하고 위에서 일방적으로 결정하는 정치체제의 후손이다.

그러나 우리는 오늘날 우리가 향유하고 있는 권리들을 위한 길을 개척한 사람들, 그리고 오늘날 절멸에 직면해있는 그 혜택들을 위해 땀과 피를 지불한 사람들의 기나긴 전통의 계승자들이기도 하다.

이러한 이유로 우리는 내일을 살아갈 사람들이 우리가 세우고자 노력해온 것을 갖도록 푸에르토리코 대학을 탈환하는 중이다. 그것은 지식의 다양성, 즉 우리가 살고 있는 세계에서 그리고 우리가 창조하기로 선택하는 세계에서 자유롭게 생각할 수 있도록 하는 관점들의 다양성이다.

국가와 대학 행정부가 공유하고 있는 재정적 집착은 교육을 소비재의 생산라인으로 생각한다. 인문학은 생산라인으로 기능하는 것처럼 보이지 않기 때문에 정기적 임금인상에 따른 제거대상이 되었다. 

인문학이 제공하는 것이자 국가와 대학 행정부가 무시하기로 한 것은, 비판적으로 될 기회, 성찰하고 문제를 제기할 기회, 소리·색깔·퍼포먼스의 세계에 형태를 부여할 기회, 우리의 말과는 다른 말로 쓰여질 기회이다. 교육은 자본의 좁은 시선이나 시장의 변덕스런 기분을 통해서는 파악할 수 없는 것이다. 그런 교육은 고분고분한 주체와 무비판적인 자동기계를 재생산할 뿐이다.

그 기계를 부셔버리자!

우리는 교수와 학생 간의 협력적 유대 속에서 자율적이고 비판적인 정신을 낳는, 해방적이고 유익한 교육을 제안한다.

우리는 관련된 모든 사람들, 즉 가르치는 사람들과 배우는 사람들이 참여하는 교육을 원한다. 그러나 이 두 가지 동사[가르치다, 배우다]를 선생과 학생에게 부과된 역할과 혼동하지 말자. 그것은 모두에게 적용되기 때문이다.

이러한 정의에 따라 교육은 써발턴과 주변화된 사람들을 학문의 주체로 포함해야 한다. 이주민, 게이, 레즈비언, 트랜스젠더, 여성, 남성, 나이가 많은/적은 사람. 


이러한 참여적·민주적 교육을 성취하기 위해 우리는 학문과 그 주체들 간의 강한 연대를 구축해야 한다.

연대는 위에서 아래로 수직적으로가 아니라, 옆에서 구축된다.

옆사람을 안아주고 그/녀의 귓가에 당신이 그들의 존재를 긍정하며 내치지 않을 것이라고 속삭이라.

상상과 변화의 결실을 낳을 기름진 토양에 내린 뿌리들처럼 우리의 몸을 서로 뒤얽자.


우리 손으로 존엄과 존중의 풍경을 그리자.

걱정하지만 말고 옆에 서라! 점거하라! 


http://emancipating-education-for-all.org/manifesto_upr_en

twitter @ISM030


Trackback 0 : Comments 4

bologna burns!

NUDA POTENZA 2010.03.07 11:53


Celebrating Bologna? We don't think so.

Don't get the torches out just yet – this website has nothing to do with the Italian city and we certainly don't advocate setting it on fire.

But Bologna isn't just a city, it's also the name of a European university reform process which has been wreaking havoc on higher education for the last ten years.

Yet, on the 11th of march 2010 the education ministers of 46 countries want to celebrate the 10-year anniversary of said Bologna process in Vienna. They won't be alone – no party without us!

We will disturb their celebrations with peaceful but loud demonstrations andblockades in the streets of Vienna. In the following days there will be an alternative summit. Check out our plans for the week of action below!

Read more about us! (Also available in GermanFrench and Turkish)

Welcommunication! Join in an post on our open blog!



Trackback 0 : Comment 0

Rochester Free School: Interviews

뚝딱뚝딱 2010.03.07 11:44

Rochester Free School: Interviews

The Rochester Free School is an all-volunteer, DIY, educational organization. We believe education is a right rather than a privilege. Rochester Free School works to de-commodify and de-institutionalize education with free classes open to all. The Free School currently has classes running on Crochet, Web Design, Anarchism, Feminism, Writing, and more. Visit the website at for a full and up-to-date list of all our classes.

The free school operates in a horizontal manner and tries to break down the boundaries between "teacher" and "student." We decided to conduct our interview in a similar way. Three members of the Free School, Caitlin Holcombe, Ronni Kobrosly, and Ben Dean-Kawamura, took turns being interviewer and interviewee. Below, we talk about what attracted us to the Free School, what we see as its strengths and shortcomings, and where we would like the Free School to go in 2010.

Ben:

What got you interested in the Free School? What motivates you to work on building it up?

Roni:

I first heard about the Free School through Caitlin and KT, two folks there were already involved with the Flying Squirrel community space. The idea really excited me because the people involved with the project seemed to have lots of diverse skills I wanted to develop (art, community organizing). Also, as someone who has spent a chunk of their life in higher education, I really appreciate how radical the concept of a Free School is. It seems to me that nowadays "education" and "knowledge" have become commodified. The Free School is 100% grassroots, which is great! The people in this community have so many skills and so much knowledge, it's such a great idea to create a space where everyone can freely share this!

What keeps my motivated about this project is its potential. In other big US cities, like Seattle, free schools have become community institutions!

How about you Caitlin, what got you interested in the free school? What purposes do you think it could serve in the community?

Caitlin:

I've been interested in free schools for a long time. I first heard of their existence when I was in college in Toronto, but I didn't have the time to take their classes, on top of my college classes for credit. What really drew me to it, was the concept of self-directed learning and the community based model for it.

I learned more about free schools while attending the NASCO conference in Ann Arbor, MI in 2005. In a workshop, I heard about a free school in the Bay area called the Barrington Collective. Their class Radical Mental Health became so popular and influential that local mental health professionals were attending it and taking the free schoolers' perspectives into their professional practice. That was really inspiring to me, and I wanted to get something started at my housing co-op, but it seemed like an overwhelming undertaking.

It wasn't until Ben's workshop at the SDS DIY Fest in 2009 that I thought about free schools again. Knowing that other people were interested in a free school too, made me think that maybe we start one in Rochester. From the workshop, we got a clear idea about what knowledge we collectively had and what we were seeking. After that, I stayed involved getting some classes off the ground.

I think the Free School can lead to more collaboration, community building and collective skill sharing in Rochester. It provides an opportunity to cultivate one's knowledge and skills in an anti-oppressive environment. There are a lot of institutions and organizations in Rochester that have workshops and classes on a multitude of topics and skill areas, but most are costly and exclusive. We can decommodify education and make it more accessible in an alternative framework.

Ok, my question to Ben: What have been some of your experiences with Free Schools (past & present), would you share both some shortcomings and successes of free schools you've been involved with?

Ben:

I was one of the founders of "Brainshare" which was a group in Worcester, MA, that didn't use the word "freeschool", but pretty much was. It was a really fun experience, and a good example of something that was just waiting to be organized.

Brainshare stared when a few of us were talking around a kitchen table about how much knowledge we had in our circle of friends and how it would be great to start sharing that between ourselves. I forget the exact timeline here, but it may have been just after one of our friends presented a symposium on Dracula in his living room, followed by a screening of Bram Stoker's Dracula.

Once the idea was out there, it was clear that there was a lot of interest and it basically organized itself. We met at a coffee house one day, discussed which classes we'd like to teach and which classes we'd like to take, did some informal networking, and started up the classes. We talked a bit about structure at those early meetings, but basically the only rules were that you had to attend one of the general meetings to propose a class and you could only propose one class at a time. This was to avoid teachers over-committing themselves.

I lead a class on computer game making that was really fun, lead to some games that were actually enjoyable to play, and people walked out of it with solid understanding of the basics of computer programming. I also lead one on robot making that had issues because I was trying to teach the material at the same time as I figured it out myself. However, in a way that class was a real success, because a lot of the knowledge came from "students" of the class. Also, people seemed to enjoy themselves and learn things, even though only a few actual robots were built by the end.

The biggest success was how quickly it got going, how much participation there was from the very beginning, and how easy the whole thing was. There were philosophy classes, cooking classes, knitting circles, etc. etc. I think there were a dozen classes started in the first two months, and many of them were really excellent classes. It shows that if we organize things fun things and have them really take of quickly, without a lot of work.

The main shortcoming of that project was very clear: we didn't reach a broad section of the community. Most the participation was from people in our social network - college educated, middle to upper class, mostly white, except for some international students. If we could have achieved more of a broad base of students and teachers, then it would have stopped being just a fun side project for a bunch of DIY enthusiasts and started being something really revolutionary.

The other shortcoming was that people got really excited about classes, but didn't pace themselves well. We would all try to attend 5 classes a week, teach 3 at a time, or similar ridiculousness. That led to a ton of energy in the start, then a lot of unevenness. I believe at the end, many of the people involved in the project moved out of town and it died down, but I could be wrong. I hope it's still going strong.

I've also been fortunate enough to see the Albany Free School, the Worcester Free School, and Balance Rock, which are all Free Schools in a very different sense. They all are have "school-age" children enrolled full-time, or at least for full days and run on the philosophy that children can motivate themselves to learn without being told what to do. They are are great and I wish I had the time and knowledge to really talk about them, but I don't.

Caitlin: Where do you think the free school needs to go from here? What are the major things you'd like to see happen in 2010 for the Rochester Free School?

Caitlin:

We definitely need to expand our community reach. Right now, there is a core group of people who meet roughly once a month to work on the school (approving classes, updating promotional brochures and checking in with facilitators). I would love to see more people at those monthly meetings, more people proposing class topics, and more students in each class.

I think we need to get the word out about the School, maybe have fliers for individual classes and put those up and around the city to bring in folks. For example, there hopefully will be a drag personae workshop in the spring and we can promote that class by doing outreach to folks affiliated with the GAGV, Equal Grounds and Civil Rights Front.

Also, I hope that the free school, as it expands, does not loose sight of our principles of unity. If we can keep those in mind, I think that the School will be going in a good direction.

I'd like for the classes that are currently running to keep going strong—to maintain our enthusiasm and participation by staying relevant.

I'd also like to see the school expand, more classes, facilitators and students.

Have a special summer session when people have more time and maybe do some more intensive classes in two-month sessions.

Maybe have an open house, and display completed projects/presentations from different classes.

After meeting some folks from the Ithaca Free School and a Free School Network, I'd also love to have a conference for free schools in upstate to converge and share our triumphs and problems. Dirk from Ithaca was really interested in our principles of unity, how we wrote them and agreed on them. And I'm curious to know how they've supported such a large list of offered classes. As well as, different ways of documenting classes. Ithaca Free School has some of their classes filmed and viewable online, so you can watch a vegan cooking show and learn how to make a new dessert. How cool is that? We could totally do that too!

alright! questions for Roni: What are some ways we can bring in new members, both as facilitators and students? How do we avoid exclusivity, homogeneity?

A member of the Ithaca Free School told me that some people (outside the Free School community) were put off by the classes being free, and had suggested that they charge $5/class, that the strategy would actually increase their attendence. How can we tackle the stereotype that anything "free" isn't worth taking?

And feel free to say anything about your hopes for Free School 2010!

Roni:

I feel like that with the new flyers we can really start spreading the word person to person. We'll definitely be able to get more interested folks through personal contact than through flyers at cafes and stores. We also need to get into alternative media like Rochester IndyMedia and the 'City' Newspaper.

Avoiding exclusivity, homogeneity is a tough one. This is something I've been a little worried about. No doubt, we would all like the Free School to have students and facilitators from all ethnicities, ages, sexual orientations, etc. I think a good first step is to engage as wide an audience as possible in our promotional efforts. We could start with things as obvious as advertising in alternative print media, websites, meeting with local organizations, to the less obvious like advertising at city neighborhood meetings.

I think the best way we can deal with that stereotype that anything free isn't valuable is through how we promote ourselves. By that I mean we need to put lots of effort into promotional of the school. We need to develop a clean effective website and flyers that show we are heavily-invested in the project.

My biggest hope for 2010 is that we can get more enthusiastic people in on the planning process!

Ben: What are some other classes that you would like to the free school to eventually offer? Do you think the free school could expand into offering tutoring for community kids?

Ben:

Well, personally, I'd love to repeat my computer game design class. I had a blast doing it the first time, and I think fits the Free School model well because it's a fun way for people to learn computer programming. Another class I'm interested in organizing is "Anarchism 101". We currently have the Anarchist Reading Group class, which is great, but I would be interested in also having one that started at a more basic level. A class geared for people have heard the term, but don't really understand what it means or why people would use call themselves anarchists. If anyone is interested in either of these classes, contact me and let's get them started!

Classes that taught basic skills like literacy, math, critical thinking, etc. would be a really amazing addition to the free school. I definitely like the idea of making more classes aimed at children in school.

Really, there are way more classes that I'd like to see / take / participate in then I will ever have time to be a part of. That's one of the most fun and frustrating parts of the free school, there's always going to be more possibilities than actual classes.

I'll close this by putting the question to the reader: What classes would you like to see? What knowledge to you have to share? What are you doing next Saturday? Free school classes are easy to start. Why not try it out?


Trackback 0 : Comment 0

Toward a Global Autonomous University

뚝딱뚝딱 2009.10.06 03:04

Toward a Global Autonomous University
Cognitive Labor, The Production of Knowledge, and Exodus from the Education Factory

Edu-factory Collective

Toward a Global Autonomous University
larger image
$14.95
ISBN: 9781570272042
Format: Paperback
Subject: Politics
Pub Date: 10/01/2009
Publisher: Autonomedia
Shipping Weight: 1lbs
  479 Units in Stock
Toward a Global Autonomous University
Cognitive Labor, The Production of Knowledge, and Exodus from the Education Factory
The Edu-factory Collective

What was once the factory is now the university.

We started off with this apparently straightforward affirmation, not in order to assume it but to question it; to open it, radically rethinking it, towards theoretical and political research. The Edu-factory project took off from here….Edu-factory is, above all, a partisan standpoint on the crisis of the university…. The state university is in ruins, the mass university is in ruins, and the university as a privileged place of national culture — just like the concept of national culture itself — is in ruins.

We’re not suffering from nostalgia. Quite the contrary, we vindicate the university’s destruction. In fact, the crisis of the university was determined by social movements in the first place. This is what makes us not merely immune to tears for the past but enemies of such a nostalgic disposition.

University corporatization and the rise of a global university…are not unilateral impositions or developments completely contained by capitalist rationality. Rather they are the result — absolutely temporary and thus reversible — of a formidable cycle of struggles. The problem is to transform the field of tension delineated by the processes analyzed in this book into specific forms of resistance and the organization of escape routes.

This is Edu-factory’s starting point and objective, its style and its method.

Contents

Introduction: All Power to Self-Education!
Edu-factory Collective

Production of Knowledge in the Global University

The Rise of the Global University, Andrew Ross

Eurocentrism, the University, and Multiple Sites
of Knowledge Production, Amit Basole

Global Assemblages vs. Universalism, Aihwa Ong

Management of Knowledge vs. Production of Knowledge
Sunil Sahasrabudhey

Short–Circuiting the Production of Knowledge
Nirmal Puwar & Sanjay Sharma

Conditions of Interdisciplinarity, Randy Martin

Hierarchies in the Market for Education

Lean and Very Mean: Restructuring the University
in South Africa, Franco Barchiesi

Governmentality and Commodification: The Keys
to Yanqui Academic Hierarchy, Toby Miller

The Social Production of Hierarchy and What We
Can Do About It: Notes from Asia, Xiang Biao

Border as Method, or, the Multiplication of Labor
Sandro Mezzadra and Brett Neilson

The Pedagogy of Debt, Jeffrey Williams

Management’s Control Panel, Marc Bousquet

Cognitive Labor: Conflicts and Translations

Report from the Greek Student Movement, Dionisis

Practices of Radical Cartography
Counter Cartographies Collective

Online Education, Contingent Faculty
and Open Source Unionism, Eileen Schell

Cognitive Capitalism and Models for the Regulation
of Wage Relations, Carlo Vercellone

Notes on the Edu–factory and Cognitive Capitalism
George Caffentzis and Silvia Federici

Translation, Biopolitics and Colonial Difference
Naoki Sakai and Jon Solomon

The Production of the Common
and the Global Autonomous University

A Hierarchy of Networks? Ned Rossiter

The University and the Undercommons
Stefano Harney and Fred Moten

Neoliberalism against the Commons, Jason Read

The Autonomous University and the Production
of the Commons, James Arvanitakis

From a Liberal Arts Student, Erik Forman

Conflicts in the Production of Knowledge
Universidad Experimental

The Global Autonomous University, Vidya Ashram

On the Institution of the Common
Toni Negri and Judith Revel

The Corporate University and the Financial Crisis, What Is Going On?
Christopher Newfield & edu-factory Collective


Trackback 0 : Comment 0

티스토리 툴바