=UPON ARRIVAL: please sit down and make notes on the themes you discerned from all the readings and preparations we did for today. As people come in start making one single general list that everyone contributes to. Write a list? Want poster materials? whatever starts happening: poster stuff available for use. (Notice whatever this is as an artifact of coordination.)
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WHAT TO DO NEXT: OUR NEXT CLASS!
"Flipping the class" means that much/most of our work happens BEFORE class, and we use the class time not in anticipation but to collaborate. Preparation is essential in these practices, but notice that the sorts of preparation here should be self-consciously time-limited, strategically exercised, and work to SHAPE interactivity and connectivity. Note also how proper it is that your careabouts play an important role in such shaping. Don't be defensive about this: SHARE IT! Don't worry about excuses for not being perfect or exhaustive or having the same kind of time that others may have or wring out of their lives: MINE YOUR PERIPHERAL PARTICIPATIONS!
Notice the titles of each class, and use them to orient your shapings:
• this one: Repositioning Representation, from accuracy to agency, from autopoiesis to sympoiesis: the gathering and direct theory
• last class: Arts, Play, Double Binds, Differential Consciousness/es of Protest: why direct theory matters and how it materializes
Notice these belong to a course section and each section has a set of book-companions:
<<<SECTION I: just doing it: gathering among companions, at home and in the streets
· Sandoval. 2000. Methodology of the Oppressed. Minnesota. 9780816627370
· Keating. 2013. Transformation Now! Toward a Post-Oppositional Politics of Change. Illinois. 9780252079399
· Reed. 2005. The Art of Protest: Culture and Activism from the Civil Rights Movement to the Streets of Seattle. Minnesota. 9780816637713
· Flanagan. 2009. Critical Play: Radical Game Design. MIT. 9780262518659
Look at our next meeting schedule and hints. (Compare to the last class, note what we did and did not do last time: look at end of this post to check that). There will always be a lot to do: SHAPE IT! One estimation of proper amounts of time: two hours prep for each hour class meeting time. Frankly, this needs to be distributed and include projects and partnerings to be realistic. It gets skimped on at some parts of the term, and then goes into overdrive at other times, uneven. But it helps one to be feel out how expectations on all sides may match and not match! (Two and half hours of class, twice that five hours: hmm. What can one do with that time? Is that really enough? too much? Life/work balances? Labor intensive academic professionalization? What would life as an academic professional entail beyond graduate school? How much time do you think the teacher took to prepare for your class?)
Thursday 6 February – Repositioning Representation, from accuracy to agency, from autopoiesis to sympoiesis: the gathering and direct theory
• CLASS-SITE: have you read through class website carefully? (How does one read a website?) Checked all the links? (How deeply does one delve into hyperlinks?) Notice the website will be altering constantly, adapting to our course, creating a living syllabus, a record of what we do, a collection of resources. Do check it every couple/few days. (What do you use? Computer, smart phone, tablet, other?)
• GradHacker, How to Read a Book in Two Hours or Less (link on BOOKS TAB). Read, then try it out on:
• Sandoval 2000 &
• Keating 2013: Notice how it all works out. Be prepared to discuss. Consider fastest ways to get Reviews so that doesn’t take up all of your two hours! Consider quick web search strategies for help with contextualizing.
• EMAILED: Reagon83, Sturgeon95, Whittier95, Sandoval02, Reed05. Let’s call the sorts of strategies for quickly sizing up a book or whatever, described in “reading a book in two hrs,” grokking. Use those single page, double-sided HANDOUTS from last class (bits from: Reagon83 Coalition Politics; Sandoval02 AfterBridge; Reed05 Scenarios for Revolution; as well as: KingHandout99 feminist generations; KingHandout13 Queer Method; KingHandout13 SLSA) to facilitate “grokking” and/or reading the short essays sent to you on email.
• VID ON CLASS-SITE: Watch the Donna Haraway vid on the website. Then
• PREPARE to prototype on the issues of WHAT’S YOUR STUFF? What are the infrastructures that keep it all in place that you tend not to pay attention to, or may even not know? Who does what work? What work do others do for your life you may not even guess about? (See COMMUNITIES OF PRACTICE TAB for some ways to think about this.) Bring in stuff you want to use for your prototyping process, to share with others, or to contribute to our artsy/crafty materials collection.
So what is your stuff, our stuff? Books, websites, internet search, research databases, computers, smart phones, tablets, languages, code, videos, visualizations, graphic novels/scholarship, methods, exams, data, devices, processes, wearable computers, mobile devices and play, proprioceptive movements through space, sensations, touch, palpability, affect? What Bruno Latour describes as learning to add new body parts in many reciprocities with an always newly sensible world. And that edge of urgency and temporal complexities Craig Childs calls the everending Earth. How do we un-blackbox what we cannot perceive for reasons of: power, scale, timespot, careabouts, embodiment, position in infrastructure, ontology, epistemology? What Karen Barad calls ethico-onto-epistemolgy, in a new materialism, an experimental metaphysics.
• Lots of advice on How to Read, all of it good. Put it all together: how possible? Contradictory? What you already do? What to do when? Reading for processing, for discussion, for teaching, for own work, for study group, for general exam: one size does not fit all. representation.
• Where is the “how to read a website”? “How to read a dynamic visualization?” “How to read a graphic novel, or graphic scholarly text”? Do some exist on the web? Even more: “How to read a wearable computer” or maybe better “How to wear a computer”? “How to move in space with mobile devices, folks, venues”? In other words: adding new body parts for a sensible world: words matter, visuals matter, and so does what else? Touch, palpability, sensation, affect, proprioception, and more. (Katie’s talks on khipu, and (media) things on her talksite share her own considerations so far.)
• CLASS-SITE: have you read through class website carefully? (How does one read a website?) Checked all the links? (How deeply does one delve into hyperlinks?) Notice the website will be altering constantly, adapting to our course, creating a living syllabus, a record of what we do, a collection of resources. Do check it every couple/few days. (What do you use? Computer, smart phone, tablet, other?)
• GradHacker, How to Read a Book in Two Hours or Less (link on BOOKS TAB). Read, then try it out on:
• Sandoval 2000 &
• Keating 2013: Notice how it all works out. Be prepared to discuss. Consider fastest ways to get Reviews so that doesn’t take up all of your two hours! Consider quick web search strategies for help with contextualizing.
• EMAILED: Reagon83, Sturgeon95, Whittier95, Sandoval02, Reed05. Let’s call the sorts of strategies for quickly sizing up a book or whatever, described in “reading a book in two hrs,” grokking. Use those single page, double-sided HANDOUTS from last class (bits from: Reagon83 Coalition Politics; Sandoval02 AfterBridge; Reed05 Scenarios for Revolution; as well as: KingHandout99 feminist generations; KingHandout13 Queer Method; KingHandout13 SLSA) to facilitate “grokking” and/or reading the short essays sent to you on email.
• VID ON CLASS-SITE: Watch the Donna Haraway vid on the website. Then
• PREPARE to prototype on the issues of WHAT’S YOUR STUFF? What are the infrastructures that keep it all in place that you tend not to pay attention to, or may even not know? Who does what work? What work do others do for your life you may not even guess about? (See COMMUNITIES OF PRACTICE TAB for some ways to think about this.) Bring in stuff you want to use for your prototyping process, to share with others, or to contribute to our artsy/crafty materials collection.
So what is your stuff, our stuff? Books, websites, internet search, research databases, computers, smart phones, tablets, languages, code, videos, visualizations, graphic novels/scholarship, methods, exams, data, devices, processes, wearable computers, mobile devices and play, proprioceptive movements through space, sensations, touch, palpability, affect? What Bruno Latour describes as learning to add new body parts in many reciprocities with an always newly sensible world. And that edge of urgency and temporal complexities Craig Childs calls the everending Earth. How do we un-blackbox what we cannot perceive for reasons of: power, scale, timespot, careabouts, embodiment, position in infrastructure, ontology, epistemology? What Karen Barad calls ethico-onto-epistemolgy, in a new materialism, an experimental metaphysics.
• Lots of advice on How to Read, all of it good. Put it all together: how possible? Contradictory? What you already do? What to do when? Reading for processing, for discussion, for teaching, for own work, for study group, for general exam: one size does not fit all. representation.
• Where is the “how to read a website”? “How to read a dynamic visualization?” “How to read a graphic novel, or graphic scholarly text”? Do some exist on the web? Even more: “How to read a wearable computer” or maybe better “How to wear a computer”? “How to move in space with mobile devices, folks, venues”? In other words: adding new body parts for a sensible world: words matter, visuals matter, and so does what else? Touch, palpability, sensation, affect, proprioception, and more. (Katie’s talks on khipu, and (media) things on her talksite share her own considerations so far.)
Haraway Pilgrim Talk from SFRA on Vimeo.
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HOW TO FIND REVIEWS? for two hour reading of book?
•2 Reviews of Sandoval: found by googling with some use of Research Port
Signs03
alt-uniEs12
AmQuarterly01
MJIS01
•These other 2 above found by using our Library WorldCat search, like this:
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<<<SECTION I: just doing it: gathering among companions, at home and in the streets
· Sandoval. 2000. Methodology of the Oppressed. Minnesota. 9780816627370
· Keating. 2013. Transformation Now! Toward a Post-Oppositional Politics of Change. Illinois. 9780252079399
· Reed. 2005. The Art of Protest: Culture and Activism from the Civil Rights Movement to the Streets of Seattle. Minnesota. 9780816637713
· Flanagan. 2009. Critical Play: Radical Game Design. MIT. 9780262518659
Thursday 30 January – Arts, Play, Double Binds, Differential Consciousness/es of Protest: why direct theory matters and how it materializes
• HAVE YOU READ THROUGH WEBSITE, CHECKED ALL THE LINKS YET?
• WE BEGIN CLASS BY examining the books we will gather together with, considering our intensive and extensive “belongings,” enabling various of such “us” to “learn” as agential things, beings, animals, processes, distributed cognitions, ecologies of affect and more. INTRODUCTIONS of all the “us” we can figure out how to name and share!
• NOTE: BOOKS TAB: LINK: Dumit on How I Read: something to ponder for our course! And this will help too: How to Read a Book in Two Hours or Less from Inside Higher Ed's GradHacker. PRESENTATION TAB: LINKS: How to Read Handout & Edwards on How to Give an Academic Talk.
• HANDOUTS: Reagon83 Coalition Politics: home & streets: http://web.colby.edu/ed332/files/2010/08/Coalition-Politics.pdf; Sandoval02 AfterBridge; Reed05 Scenarios for Revolution; Sturgeon94 Direct; Whittier95 Gens; KingHandout99feminist generations; KingHandout13 Queer Method; KingHandout13 SLSA
Gregory Bateson (who is he and why might we care?) famously said, in “the pronoun we, I of course included the starfish and the redwood forest, the segmenting egg, and the Senate of the United States.” Us means not only Bateson’s living patterns, from the starfish’s invertebrate radial symmetry to redwood cloning timelines to recursive epigenesis, mechanism and structure in a segmenting egg to those human affiliations of power and state and love that we could wish for in the Senate of the United States. “Us” gathers sympoietically too all these boundary objects storing details and affects as well as quantum entanglements of electron and memory and even hybrids and objects as human, nonhuman, inhuman… and compost.
• Introductions to each other as resources, to the class, readings and procedures, and to gathering strategies.
• Our first prototyping session: collectively make, pairs or grps or all: timeline for events described and publication/s; put in context: timeline major historical events during that time; put in context: yourself and your family during that time; put in context: one or more for you iconic feminist/or political figures
google image these as possible….
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double bind?
Sandoval?
many worlds?
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