Week 12 (Semester 2, Week 1) – Minutes
Agenda
- Talking about the next few weeks
- Getting into groups and talking about the projects
Minutes
- Idea: We could have one person from each group to post readings on the Resource List (will choose person for each group today)
- Could consider make parts of our blog public starting now
- Apologies from Gabbie and Gray; Niamh will be late today
- Week 2 – On ‘paragogy’ next week (1 hour 15 minutes)
- At the end of Week 2 (next week) we’ll spend half an hour at the end of the session to plan for what we might talk about in the next session with the college people
- Week 3 – After person from the college coming to talk about attendance
- Last hour of week 3 – Could have a reading group; decide the readings today
- Reading suggestions: The Ignorant Schoolmaster (Preface and one chapter); Dante will share the PDF with us
- Week 4 – Research methods session on ethnography, interviewing, etc. (Caroline, Sophia, Cara); maybe have facilitation workshop; agree to make decision on when presentations will be
- Week 5, 6, 7 – Each group take a session to explore their topic (Bureaucracy, Pedagogy, Permaculture, respectively)
- Week 8 – Sophia proposes we could ask for money to pay someone to lead a workshop on graphic facilitation and recording
- Sean suggests sourcing from the Principal’s Fund
- Could have an expert in creative assessment come in (half an hour at some point during the semester)
- Have 2 sessions (maybe Week 10 and 11) about planning for the continuation of the course next year
- Presenting on our group projects: could be a public event and maybe could repeat presentation in September for people who might want to take the class
- Could have our presentations on Week 11
- When do we have to decide when to determine if people have passed or failed the course?
- Sometime in May
- We could come back to the question of what to do with Week 9, 10 and 11 later on
- Presentations Week 11 (possibly in the entrance of CMB)
- On our reflections:
- People variously related/compared/contrasted the class to the Cultural Revolution in China, Parliament, playing music in a freeform way, Rosa Luxemburg and revolution, The Ignorant Schoolmaster, Donna Haraway’s work and the metaphor of the Cat’s Cradle, the complexity of an art installation that incorporates spider web
- The class embodies a principle of uncertainty, going down multiple paths of understanding at once and not having to choose
- A sewn collage that represents the way the class allows you to combine all of who you are, not just sitting and using your mind
- The class as flexible and dynamic and how to make rules and proscriptions that allow that flexibility/dynamism, bringing in feminist politics of care
- Contrasting the need to produce something individually with communal learning
- Is the assignment collective or individual?
- Reflection in the form of journal entries
- How different the experience the lack of structure felt – difficulty balancing mainstream academic obligations with lack of structure in this class
- The feeling of community we’ve built in the class and how/if we interact with the wider Edinburgh community (have we distanced ourselves?)
- Using the reflection to keep a record of the class (format of diary entries), challenges of bureaucratic hurdles
- Stream of consciousness piece about the role of readings and doing readings in university as opposed to the verbal/physical interaction involved in work
- Documented experiences at university and differences between Korean/British education
- Talked about the decision not to take attendance – made a collection of articles about the issue of bordering, citizen vs. non-citizen in classrooms
- Common themes from the reflections
