Making and Being: Embodiment, Collaboration, and Circulation in the Visual Arts is a new interactive workbook by Susan Jahoda and CERN-member Caroline Woolard that offers a framework for teaching art that emphasises contemplation, collaboration and political economy.
It is based on teaching strategies that Susan and Caroline have adapted to spaces of learning which…
The third 'Post-capitalist Possibilities' Summer School, led by Katherine Gibson and Stephen Healy, was recently held at Western Sydney University.
There were thirteen participants from around the world, including Aotearoa…
A research report on just and sustainable manufacturing in Australia, Beyond Business as Usual: A 21st Century Culture of Manufacturing in Australia, by Katherine Gibson,…
Katharine McKinnon’s recently published book Birthing Work: The Collective Labour of Childbirth explores the highly contested terrain of child birth, and how what happens during a birth is the result of a collective process involving what people do and what things do.
These people and things include the mother and the birthing team, and the…
The Free the Seeds campaign of OpenSourceSeeds was recently launched in Berlin featuring bread made of an open-source wheat variety called Convento C..
Convento C. is an organically bred population of wheat which means that there is a high level of genetic diversity…
This was our final week, and we had two main tasks.
First, we needed to give the students feedback on their case study presentations, especially to help them think about what to do in their case study report. We did this using the fishbowl technique, which we had also used in Week 12 (as part of their preparation for the case study
This was the week the students presented their case studies (with the full reports on their case studies due in a few weeks time).
You can see information about the case study exercise and some of the students’ visual presentations and final reports on the Assessment page.
We were meant to spend these two weeks focused on Chapter 6 of TBTE (Take Back the Economy), “Take Back Finance: Investing in Futures”. However, we spent only one week on the chapter and used the second week to do some detailed work on the case studies (as I was concerned that the case studies were being left to the last minute—you can read about the
These two weeks focused on Chapter 5 of TBTE (Take Back the Economy), “Take Back Property: Commoning”. The overall aims were to:
* introduce students to the concept of commons (Lecture 9)
* clarify the distinction between commons and property (Lecture 9)
* further confirm the concept of commons by looking at examples of “uncommoning” (Lecture 10)
* identify the ways that people are taking back property by
These two weeks focused on Chapter 5 of TBTE (Take Back the Economy), “Take Back Property: Commoning”. The overall aims were to:
* introduce students to the concept of commons (Lecture 9)
* clarify the distinction between commons and property (Lecture 9)
* further confirm the concept of commons by looking at examples of “uncommoning” (Lecture 10)
* identify the ways that people are taking back property by
New website section on Take Back the Economy coming.
