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02 NOVEMBER 2014

Exhibition about the use of self-education as an emancipation tactic

Exhibition: "Really Useful Knowledge", 29 October 2014 – 9 February 2015 / Sabatini Building, Floor 1, Museo Reina Sofía, Madrid.

"The notion of 'really useful knowledge' emerged at the beginning of the 19th century alongside the workers' awareness of the need for self–education. In the 1820s and 1830s, working class organisations in the UK introduced this phrase to describe a body of knowledge that encompassed various 'unpractical' disciplines such as politics, economy and philosophy, as opposed to the 'useful knowledge' proclaimed by business owners who had previously begun to invest more heavily in their companies' progress through financing workers' education in 'applicable' disciplines like engineering, physics, chemistry and mathematics. In this reference to the long–forgotten class struggles of early capitalism, the title of the exhibition suggests an inquiry into 'really useful knowledge' from a contemporary perspective.

The exhibition endeavours to position the notion of critical pedagogy as a crucial element in collective struggles, and explore the tension between individual and social emancipation through education with examples that are both historical and current, and their relation to organisational forms capable of leading unified resistance to the reproduction of capital. In doing so, the exhibition highlights the collective utilization of public resources, action and experiments, either forgotten or under threat of eradication, taking the museum as a pedagogical site devoted to the analysis of artistic forms interconnected with actual or desired social relations."

(Museo Nacional Centro de Arte Reina Sofía)

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TAGS

19th century2014alternative educational models • authorised discourse • body of knowledgecapitalist structurescapitalist values • class struggles • collective action • collective struggles • critical pedagogy • early 19th century • early capitalism • early modern periodeducation and employmenteducation system • emancipation through education • everyday understanding • exhibition • folk knowledge • hegemonic discoursehegemony • historical models • inculcation of capitalist values • inculcation of values through education • individual emancipation • industrial educationindustrial model of educationknowledge is powerMadridMuseo Nacional Centro de Arte Reina Sofia • organisational forms • political actionpower and agencyproper • really useful knowledge • reproduction of capitalreproduction of social relations of production • self-education • social emancipation • social hierarchiessocial historytactical behaviour • unified resistance • unpractical disciplines • useful knowledge • workers education • working class • working class organisations

CONTRIBUTOR

Simon Perkins
09 MARCH 2010

Critical Pedagogy

"'Critical pedagogy considers how education can provide individuals with the tools to better themselves and strengthen democracy, to create a more egalitarian and just society, and thus to deploy education in a process of progressive social change. Media literacy involves teaching the skills that will empower citizens and students to become sensitive to the politics of representations of race, ethnicity, gender, sexuality, class, and other cultural differences in order to foster critical thinking and enhance democratization. Critical media literacy aims to make viewers and readers more critical and discriminating readers and producers of texts.

'Critical media pedagogy provides students and citizens with the tools to analyze critically how texts are constructed and in turn construct and position viewers and readers. It provides tools so that individuals can dissect the instruments of cultural domination, transform themselves from objects to subjects, from passive to active. Thus critical media literacy is empowering, enabling students to become critical producers of meanings and texts, able to resist manipulation and domination.'"

(Douglas Kellner)

Douglas Kellner, "Multiple Literacies and Critical Pedagogies" in Revolutionary Pedagogies – Cultural Politics, Instituting Education, and the Discourse of Theory, Peter Pericles Trifonas, Editor, Routledge, 2000

TAGS

analyse critically • critical media literacy • critical pedagogy • critical producers • critical thinkingcritiquecultural difference • cultural domination • democracydemocratisationdialogic • discriminating readers • dominationeducationegalitarianemancipationempowermentengagementethnicitygender • just society • manipulationmedia literacypedagogypoliticspower • progressive social change • racerepresentationsexualitysocial classsocial constructionismsocietyteachingtransformation

CONTRIBUTOR

Simon Perkins
29 DECEMBER 2008

E-learning in 'open source' education

"The open source idea is very successful in software development where there is a peer–production process of community–owned 'open source' software. The potential of this approach for education has been indicated (Staring et al, 2005; Dillon & Bacon, 2006) and this study is a qualitative review of education initiatives that embody this approach, leading to a focus group asking what can be learnt from these ideas.

Radical pedagogy is a broad term related to alternative educational approaches including critical pedagogy and popular education, and educational concepts like collaborative and constructivist learning. History and influences range through Foucault, socialism, Freire, de–schooling and anarchism to traveller culture. Major themes are non–alignment, critique of power, non–hierarchical self–organisation, political activism and critical consciousness (Smith 1996; Wright 1989 and others).

The research is evaluating the open source approach as a significant concept in education thinking and identifying pedagogical and e–learning ideas or techniques from such approaches that can be valuable for teaching and learning."
(Brent Cunningham, March 17 2008)

[This extract has been taken from a preliminary abstract posted Brent Cunningham to the Autonomous University of Lancaster forum.]

Dillon, T., Bacon, S. 2006. Opening education. The potential of open source approaches for education.

McGettigan , T. 1999. What is Radical Pedagogy? Radical Pedagogy 1 (1).

Smith, M. K. 1996. Ideas. Key concepts and theories in informal education, lifelong learning and social action.

Staring, K., Titlestad, O. & Gailis, J. 2005. Educational transformation through open source approaches.

Wright, N., 1989. Assessing radical education. Milton Keynes/Philadelphia: Open University Press.

TAGS

andragogy • Autonomous University of Lancaster • collaboration • constructivist learning • critical consciousnesscritical pedagogycritique of powerdeschoolinge-learningeducationethicslearningMichel Foucault • non-alignment • non-hierarchicalopen sourceparticipatory learningPaulo Freirepedagogypeer-productionpolitical activismradical pedagogy • self-organisation • social changesocial constructionismteaching • traveller culture

CONTRIBUTOR

Simon Perkins
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