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    <title>Long Land War w/ Jo Guldi · The Dig</title>
    <dc:date>2023-10-02T15:32:05+00:00</dc:date>
    <link>https://thedigradio.com/podcast/long-land-war-w-jo-guldi/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Featuring Jo Guldi on the global history of the long land war—a war over everything from agrarian reform to tenant rights, from India and China to England and Ireland, from the late 19th century through the present—and into the future."]]></description>
<dc:subject>joguldi land 2023 danieldenvir imperialism us uk poscolonialism ireland india mexico landredistribution politics england china russia ussr sovietunion history rural urban urbanization mikedavis un fao leagueofnations japan korea displacement theft europe northamerica canada indigeneity indigenous latinamerica guatemala unitedfruitcompany humanrights feudalism capitalism capital inequality famine genocide geopolitics geography power economics democracy coldwar vietnam southafrica kenya climatechange water waterrights governance benedictanderson bureaucracy systems justice food hunger agriculture data statistics sociology socialsciences property ownership landback landlords tenants tenantsrights cooperatives infrastructure information maps mapping roads empire socialism trains kimstanleyrobinson soil rent socialjustice malthusianism paulehrlich population overpopulation malthus williampaddock paulpaddock globalsouth propertyrights decentralization elizabethpaddock 1970s globallandreform maotsetung industrializa</dc:subject>
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    <title>Remembering Colin Ward (1924-2010) - Rivista Anarchica Online</title>
    <dc:date>2023-09-03T06:45:56+00:00</dc:date>
    <link>https://www.arivista.org/riviste/Arivista/364/141_en.htm</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This title was published in Great Britain, out of print, a delightful little book, containing comments made during the funeral (March 1, 2010) and a subsequent memorial day held at Conway Hall in London (July 10, 2010).

Each of the participants brought their own testimony and reflected by all the figure of a lively intellectual and stimulating at the same time curiosity, rich in humanity, an anarchist in the round."]]></description>
<dc:subject>colinward 2010 anarchism obituaries</dc:subject>
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    <title>Anarchist Cybernetics by Thomas Swann – The Institute for Anarchist Studies</title>
    <dc:date>2023-04-12T05:44:31+00:00</dc:date>
    <link>https://anarchiststudies.org/acybernetics/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What can anarchist engagements with the cybernetic science of self-organization, buried in an obscure anarchist journal from the 1960s and written by an elusive computer scientist, reveal about the effective functioning of anarchist organization?"

[See also:
"Towards an anarchist cybernetics: Stafford Beer, self-organisation and radical social movements" (Thomas Swan)
https://ephemerajournal.org/contribution/towards-anarchist-cybernetics-stafford-beer-self-organisation-and-radical-social ]]]></description>
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    <title>A Child in the City takes a child’s view to re-evaluate homes and urban spaces | RIBAJ</title>
    <dc:date>2021-08-17T15:35:06+00:00</dc:date>
    <link>https://www.ribaj.com/culture/favourite-books-the-child-in-the-city-colin-ward-shumi-bose</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“Interested in future agency and where it is instilled, Shumi Bose’s ‘lockdown treat’ raised more questions about how to achieve rights of access to the city for all – a perquisite for change

This book was one of the first treats I gave myself in lockdown. I knew of Colin Ward for his anarchist position, particularly on planning and housing, and had downloaded a PDF of his book Streetwork: The Exploding School. But I ended up reading The Child in the City first, after tracking down a nicely yellowing, ex-library copy.

It’s not an especially heavy read. Illustrated by Ann Golzen’s poignant street photography, the book considers the place children occupy in the city by looking at the rights they have to access it, their behaviour, and their experiences.  Rooted in Britain, it also brings in research from the Americas and further afield, together with a generous pinch of Ward’s anarchist perspective.

As a teacher of potential architects, I’ve been thinking a lot about future agency and where it’s instilled, and trying to understand the spectrum of experiences my students have lived through. I grew up in Kolkata, and moving to Derbyshire aged 12 must, on reflection, have been mildly traumatic. Instead of chaotic urban intensity and noise, you could hear owls at night.

Ward explores how children experience the city first in terms of scale and access to spaces, with a fascinating discussion of the extent to which children can map their surroundings at different ages (a plan visualisation is possible at 10 years old). There are also different experiences of the city depending on gender, with girls generally being expected to occupy the domestic realm in a way that boys aren’t.

One great chapter looks at the ways in which a child might experience the city anarchically, challenging the rule of adults in clearly subversive and resistant ways. Another is about the ‘alien’ child in the city, as Ward describes immigrant youth. This resonated not only because of my background, but as a teacher of a gloriously diverse student body. In academic institutions, we are asked to look at ‘attainment gaps’ between home and overseas students, and between those with English as a first language and those without. This doesn’t account for the variety of lived experience that could be valued, yet serves to alienate some students from others. 

It is difficult to read such things, because anecdotally at least, these conditions and barriers haven’t really shifted since the book was written in the mid-70s.

A few things in particular crystallised for me after reading this book.  As an educator, Ward’s explicit idea of using the city as an educational resource is inspiring, and at Central Saint Martins we encourage our students to see the city as an active space of inquiry. Earlier this year, labour strikes halted teaching across more than 70 UK universities. We were still meeting students, although not necessarily in university buildings. It was exciting to realise that I could meet them anywhere, harnessing and recognising the city itself as a terrain of learning, which is one of the basic arguments of both of Ward’s books.

I also found that it led me to consider how we use the city and what kind of agency we’re demonstrating. We need to talk about social justice and consider why some children aren’t accessing certain parts of the city. Only by increasing the diversity of people who have access and rights to the city, can we increase those who have agency in changing it.

During lockdown particularly, the book made me think about the shape of the family unit – the cis-hetero, normative, 2.4 family unit – which frames our national attitude towards the design of housing, neighbourhoods and cities. I haven’t given myself the time to have children of my own, but the strain on parents (aka the workforce) while children stayed home was drawn into the political centre-stage, in terms of the toll on children’s wellbeing but also – rather more pressingly perhaps – the impact on the economy.

Perhaps this links to one of the more recent titles I’ve been reading, such as Full Surrogacy Now: Feminism Against Family by Sophie Lewis (Verso, 2019). This got me thinking about the assumed and articulated shape of families, and what form alternative structures could take and make. I was not raised in a nuclear family – intergenerational South Asian families are as rhizomatic as our patterns of migration. The queer/LGBTQI+ community has a rich history of the extended and constructed family – so why do our homes, towns and cities cater largely for a singular image?

Architecturally speaking, one possible junction for all these strands is in the provision of high-quality inclusive housing, and the importance of prioritising access to civic space.

For anyone reading it, the shift in perspective that Ward encourages by imagining the experiences of the child, enables us to take a valuable look at the city away from our entrenched viewpoints. Intersectionality is a recent buzz-word, but as with so many old things and true, it’s not such a new notion after all.

The Child in the City, Colin Ward, New York: Pantheon Books/London: The Architectural Press, 1978

Shumi Bose, senior lecturer in architecture at Central Saint Martins, was in conversation with Pamela Buxton”]]></description>
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    <title>Article: A Need for More Room. Notes on Colin Ward’s Ungovernable Urbanism – AnarchistStudies.Blog</title>
    <dc:date>2020-10-28T23:55:22+00:00</dc:date>
    <link>https://anarchiststudies.noblogs.org/article-a-need-for-more-room-notes-on-colin-wards-ungovernable-urbanism/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“[This article first appeared in March 2020 as ‘Un besoin d’espace. Notes sur l’urbanité ingouvernable de Colin Ward’ as a new postface to the French Edition of Colin Ward’s The Child in The City, L’enfant dans la ville (translated by Léa Nicolas-Teboul), published by Etrerotopia France. You can read an interview on Freedom News between Alessio Kolioulis and Jim Donaghey about the new publication, Ward’s influences, his own subsequent scholarly and professional impact, and Ward’s reception beyond the UK.] 

The Child in the City [CiC] is a book about education and planning, two of Colin Ward’s lifelong interests. As examined in the book, these two fields of politics indicate the range of terrains where planners and teachers should rethink the relationship between children, young people and the society in which they grow.

In particular, the book has the merit of exploring the social and spatial constellation between a child’s home and the school. The street, a bridge between the bedroom and the classroom, is an extension of both places, especially for children with little privacy or no garden at home, and for those adapting to overcrowded classrooms. Obviously, Ward was uninterested in issues related to overpopulation, a discourse that has gained some attention in the current climate crisis. For him, the need for adequate houses and schools was a reflection of the quality of educational systems at a time of rapid urbanisation. These aspects remain critical, and some of the challenges that educators and planners face today are the same as those identified in CiC.

The Child in the City, published in 1978, appeared after Housing: An Anarchist Approach (1976)[1] and before Arcadia for All: The Legacy of a Makeshift Landscape (1984).[2] As a planner with a background in architecture and as a researcher investigating British cities in the post-war period, Ward is profoundly inspired by the action-research of the Garden City Movement founded by Ebenezer Howard, the same movement that gave birth to the Town and Planning Association, where he worked at the time of writing CiC.[3]

Being an unorthodox anarchist operating in institutional settings enabled Ward to become a vocal public figure. He collaborated with national and multinational organisations such as The United Nations Educational, Scientific and Cultural Organization (UNESCO). These collaborations suggest a strategical belief in the institutionalisation of anarchism and its ideas. Ward was an advocate of the expansion of community and cooperative practices in the planning process. By trying to find a bridge between these spaces, Ward’s intervention in the development discourse of the late decolonial process of the 1970s was aimed at shifting institutional practices in a positive, but more-often-than-not difficult, dialogue with policy makers, prompting change through political education. The question of the role of education permeates Ward’s politics, and, in turn, its urban dimension.

Ward, who had expansive interests encompassing education, planning, architecture and politics, was often invited to give lectures, predominantly in anglophone countries, and he regularly attended conferences and events organised by progressive education groups. A fundamental collection that demonstrates Ward’s passion for renewed political education is the valuable Talking Schools.[4] Published by Freedom Press, the notable publisher for which Ward worked as editor of Anarchy, and which continues to operate in East London, the book collects ten lectures addressing teachers and educators, and is a noteworthy resource for those wanting to dig deeper into the issues raised in CiC.



In one of these lessons, Ward stressed that while writing CiC he was not interested in childhood, but in the politics of “land-use conflict”.[5] With this expression, Ward refers to the wide array of contested spaces that compose the city. The child can be at conflict with a city that systematically rejects the dreams and imaginations of those growing up in them.

On this point – the conflicts of and for urban space – Ward’s thinking was significantly influenced by Paul Goodman, another anarchist, and Goodman’s masterwork Growing Up Absurd directly and positively influenced CiC. Goodman was a New York-based writer, journalist and psychotherapist as well as a ferocious critic of the organised moral corruption at the heart of the “will to govern”. With his brother Percival, an architect, he wrote the seminal book Communitas, which, thanks to the supportive promotion of Lewis Mumford, was republished in 1960 with a chapter promoting a ban on cars. The focus on the development of infrastructures, argued the Goodmans, was accelerating the conurbation of city and country at the expense of the urban poor.[6] Instead of integrating the country, the city was pushing its margins ever further away.

Ashamed of the condition of towns and cities that North American society was leaving to its future generations, Paul Goodman argued that children can become conscious adults only if they learn how to shape their environments. In psychological terms, according to Goodman, children need “adequate objects” to experience the city.[7] Yet, cities in the US were being expanded and redeveloped under the systematic marginalisation of groups, which purposefully created chaotic and derisory living conditions. Such conditions were threatening the psychic organisation of the child.

Meanwhile, state-led interventions actively advanced the ethnic and class segregation of American cities, increasing what officials called delinquency. Anarchists like Goodman interpreted these official policies as an extension of the economy that created jobs for state apparatuses. Under a racist economic regime, excluding and controlling people was profitable. Thus, following Lewis Mumford’s 20-year long critique of New York’s City Planning Commission and its modern masterplans, in Growing Up Absurd Goodman denounced the farcical relocations of low-income families into inadequate blocks that characterised the regeneration projects of the first half of the twentieth century in New York. How can a teenager live in a small flat, day and night, where a family share one bedroom? Juvenile delinquency, argued Goodman, was manufactured by urban planners.

In addition to the early signs of an incoming planetary gentrification, worthwhile relational activities and manual work were demonised even by unions. When unions ceased to protest the loss of manual jobs in the name of fighting alienation, Goodman concluded, people not only accepted these new conditions, but forgot Marxism altogether.[8] This dual transformation – of cities and of jobs – produced a society in which young people struggled to be recognised. The lack of trust in them made children feel worthless and not listened to. But for children to grow into adults, they need to be taken seriously. This is among the key lessons of anarchist education, a message that is present throughout Goodman’s and Ward’s books.

While the Left was retreating from its usual terrains, Goodman and Ward witnessed the profound changes of working-class neighbourhoods in and beyond New York and London. Both anarchists studied the new class structure of the urban poor, quickly realising the need to look beyond the low schooling rates of migrant communities. With their background in planning, they moved their attention towards the impact of housing conditions on social outcomes. In addition, a process of de-industrialisation put pressures on richer and now adult migrants ready to enter better paid jobs, only to discover that these jobs were disappearing. As a consequence, for racialised communities such as Hispanic and African Americans in New York and Asian and Caribbean people in London, education was failing them.

Overcrowded schools maintained by underpaid teachers turned into waiting rooms or, worse, prisons. As Ward argues in CiC, working class families needed a form of education that was practical and that responded to immediate local needs. These were among the reasons why Ward advocated for curricula to be de-nationalised. Thus, at the end of the Fordist era, solutions had to be fought for and found at the grassroots level and outside the expertise of decision-making institutions.

In the preface to the American edition of his friend John Turner’s breakthrough book Housing by People, Ward summarises in a few beautiful lines the problem with experts.

The moment that housing, a universal human activity, becomes defined as a problem, a housing problems industry is born, with an army of experts, bureaucrats and researchers, whose existence is a guarantee that the problem won’t go away.[9]

Turner was among the first planners to celebrate the achievements of informal urbanism against the violence of slum upgrading and regeneration plans.

Once again, Ward’s mission is to educate planners and architects about the pragmatic solutions that people around the world were applying to growing cities and settlements. Ward’s books such as The Allotment: its landscape and culture[10] and Goodnight campers! The history of the British holiday camp[11] are testament to a strenuous research to document and map the possibility of autonomy within the city.

But there cannot be autonomy without progressive education. It is therefore important to look more closely at Ward’s anarchist approach to education. As Ward wrote, “the anarchist approach has been more influential in the field of education than in other fields of life”.[12] Progressive education was the major interest of the anarchist movement of the 1960s, as education was seen as a tool to expand people’s political participation. As Ward put it, “education should mean joy”, but, as the expression suggests, education too often fails children and young people by depressing their creativity and their desire to play. A question that accompanied Ward’s life was how to build a society in which each generation can live for itself, without the Moloch of the future.

Ward was deeply interested in the history of anarchist education and focused especially on the 19th century English and American contexts. In opposition to the conceptual framework offered by the revolutionary French rationalists, in which education was a priority and a task of a well-functioning state, Ward reflected on the imposition of a national education system that led to the suppression of working-class forms of education in 1860s Britain. With no bounds to the church or to the state, such schools were seen by families as close to the needs of their communities. They did not have registers and were flexible with punctuality. Furthermore, community education taught practical things rather than moral orders!

While Ward is interested in alternative education, such as Steiner’s anthroposophy and the Ferrer schools, there are two major influences that must be mentioned to sketch a fair portrayal of his educational philosophy: William Godwin and Mary Wollstonecraft. For decades Godwin and Wollstonecraft were primarily known as the parents of Mary Shelley, author of Frankenstein. However, in an intellectual struggle to give voice to forgotten radicals, Ward had put some effort into the renovation of Godwin and Wollstonecraft’s ideas against a national education. Against Rousseau, the early anarchist approach Ward is interested in lies in the separation of society and state. Following Godwin’s effort to think of a non-governmental society, for Ward education should remain outside the remit of the state, as governments injure children with ideas of permanence and obedience. National curricula are too narrowly aligned with national governments.[13]

Finally, I would like to conclude with a more technical and critical note that may suggest some interesting trajectories, as well as gaps, in Ward’s philosophy. In the very short preface to the second edition of CiC published by Bedford Square Press in 1990, Colin Ward writes, almost with a tone of excuse, about the decision not to republish the photos by Ann Golzen included in the beautiful first edition of 1978.[14] There are three reasons for this choice. The first reason is economical, and concerns a greater accessibility and wider distribution of the book. The second reason is that the discussion with social workers and teachers that the book sparked in the twelve years following the first edition gave rise to a collective reflection on the possible consequences that images have on children. In retrospect, the collection seemed to be more “an overview of deprivation than a celebration of urban childhood”.[15] A third consideration addresses young adults, who no longer recognised themselves in the images contained in the book: fashions are transient and must be respected. A decade is enough to transform traits, looks and figures.



The notes on why this choice was made are worth some reflections that may be useful for grasping some of the characteristics of Ward’s thought, especially in relation to the absence, it would seem intentional, of a systematic review, or at least a chapter, dedicated to the theme of childhood and new technologies. If, in fact, CiC is structured around classic themes of the vast literature that deals with children, the technological question remains in the background and is never explicit. For instance, there is no criticism of mass media and their role in the reproduction of capitalist social relations. Nor is there any theoretical elaboration on the link between technological development and urbanisation.

A possible explanation of this important absence can be found in CiC’s rooted engagement with the anglophone scholarly tradition of anthropology. To a careful reader, CiC appears solidly anchored between the traditions of American cultural anthropology and British social anthropology. It is no coincidence that the introduction of CiC opens with the American anthropologist Margaret Mead’s famous expression “The child does not exist. There are only children”. Like Mead’s Coming of Age in Samoa, CiC attempts a cultural study on childhood that remains, albeit somewhat uncomfortably, within the boundaries, and limits, of British structural functionalism.

To understand this tradition in the urban terms of CiC, the capitalist structures of city development are what shape future adults. Children can find their autonomy in the built environment, but it is ultimately the interests of speculators that confine the potential of urbanism and education. CiC has underlying elements of a more radical humanistic approach in line with anarchist self-determination, for instance in the people’s histories that complement the book (this approach was already fully developed in the earlier Anarchy in Action). However, perhaps because of the more professional audience that CiC targets, the book offers a flight from capitalism only in the form of a subtraction from urban structural functionalism. Many of these books – especially the ones published by Freedom Press – are stylistically and methodologically different. It is important however to highlight the limits of CiC’s abundant literature.

Ward does not explore, more consciously than not, the concepts and theories that were emerging on the other side of the English Channel. If French post-structuralism offered the tools to understand the links between governmentality, security and control, Ward ignored the political issues of the production of subjectivities, lingering on a safer anthropological toolbox, in which men and women can build autonomy but relative to the social functions of a city.

More worryingly, CiC does not provide an acceptable gender analysis, something that today would simply be intolerable. CiC overlooks gender issues and therefore misses the role of social reproduction for the production of the city. The capitalist city cannot function without cleaners, carers and women forced to stay at home. By doing so, Ward adopted a depoliticised perspective on technologies and gender, especially in its relation to the politics of bodies, maintaining a view that sees technics as an intermediate variable that can be controlled. In other words, for British social anthropology technology is an implicit function of society.

In return, the missing engagement with continental philosophy in Ward’s work may suggest that the political conditions of 1970s Britain determined a more pronounced closure, compared to American universities, to theories and events coming from Continental Europe. Foucault, for instance, arrived in the UK via the US. Secondly, Britain’s 1968 took place only in the 1980s, as a response to Thatcherism. This distance is a somewhat missed opportunity, considering that a comparison of Foucault and Ward could give new life to a politics of ungovernability, at a time when the solution to the current crisis is more, and not less, governmentality.

A second absence is the missed confrontation with Henri Lefebvre (and the opposite is true, signalling a less connected era between politically engaged intellectuals). While CiC accommodates the innovative findings of the American planner Kevin Lynch, who claimed that people create functional mental maps of their surroundings, Ward prefers to stay away from the study of capitalism. Capital and economic determinism are either marginally discussed in CiC or remain in the background of the study. Ward ultimately opts for a sensitivity closer to people’s histories of cities and spaces, rather than on the capitalist production of space. To put it more simply, Ward’s focus is on political culture over economics. Under this light, it is perhaps clearer why his persistent emphasis was on education.

If, for some readers, this gap is a sign of a rational departure from the differences in approach that characterised the British Marxist debate of that period – divided schematically between the continental structuralist philosophy of Louis Althusser of which Perry Anderson was partly promoter, and the Historical approach of the communist intellectual Edward Palmer Thompson – it is perhaps, on the contrary, in this distance from Marxism and the Communism of Soviet Russia that the singularity of Ward’s urban philosophy can be found.

CiC is very rich in data, ethnographic work and statistics, which Ward masters to produce a general reflection on the crisis of urban education. The regionalist and ecologist vision adopted by Ward while employed at the Town and Planning Association offers a renewal of Peter Kropotkin’s anarchism by placing libertarian ideas in the loopholes of anglophone anthropology. Away from the bureaucracy of political parties and planning offices, Ward believed in the potential role of education to design more socially just cities.

Occasionally, it is hard to understand whether for Ward education can be an objective in itself or a means to build autonomy. It should probably be both, as autonomy is a continuous process of emancipation that relies on its expressive and spatial expansion to be successful for all. The “object-oriented” urbanism presented in CiC, an urban anthropology focused on the impact of the built environment on people’s lives, anticipated the advent of Latourian philosophies, but with an exception and a difference. It is children, future adults of a society, and not social technologies, who remain at the centre of Ward’s city.

To conclude, as discussed in this postface, it would be a mistake to search in Ward for a philosophy of the “place” of humanity in the “world”. Ward was attracted to the social self-determination of groups and people, to the autonomy and education of children, not of the child. Ward maintained an original interest in the social exploration of persons and their processual spatial expression. He documented and opposed the attack of speculators on the autonomous territories that compose a city. By talking to teachers, he understood the importance of learning the journey from and to homes, in order to appreciate the problems of families. For Ward, as the pioneer of popular urbanism Patrick Geddes once put it, a good city is one that welcomes the ungovernable need of a family for “more room”.



[1] Colin Ward. (1976). Housing: An anarchist approach. London: Freedom Press.

[2] Dennis Hardy and Colin Ward. (1984). Arcadia for all: The legacy of a makeshift landscape. London: Mansell. The 1982 book Anarchy in action was originally published in 1973.

[3] Somewhat interestingly, Colin Ward quit London after the publication of CiC and moved to the countryside in 1979.

[4] Colin Ward. (1995). Talking school: Ten lectures by Colin Ward. London: Freedom Press.

[5] Ibid. pp. 120-21.

[6] Conurbation is a term coined by architect Patrick Geddes, another key influence for Ward. Cf. Colin Ward. (1991). Influences: Voices of creative dissent. Bideford: Green Books, p. 106.

[7] Paul Goodman. (2011) [1960]. Growing Up Absurd. New York: New York Review Books Classics, p. 20.

[8] Ibid. p. 42.

[9] Colin Ward’s “Introduction” to John F.C. Turner. (1977). Housing by people: Towards autonomy in building environments. New York: Pantheon Books, p. xxxi.

[10] Colin Ward and David Crouch. (1988). The allotment: Its landscape and culture. London: Faber.

[11] Colin Ward and Dennis Hardy. (1986). Goodnight campers! The history of the British holiday camp. London: Mansell.

[12] Colin Ward. (2004). Anarchism: A very short introduction. Oxford: University Press, p. 61.

[13] Colin Ward. (1991). Influences: Voices of creative dissent. Bideford: Green Books, pp. 13-48.

[14] Colin Ward “Preface to New Edition” (1990). The Child in the City. New Edition. London: Bedford Square Press.

[15] Ibid.”]]></description>
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<item rdf:about="https://hkw.de/en/app/mediathek/project/164147-education-shock">
    <title>Education Shock | HKW Mediathek</title>
    <dc:date>2020-09-29T18:28:16+00:00</dc:date>
    <link>https://hkw.de/en/app/mediathek/project/164147-education-shock</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“Education Shock revisits the decades following the “shock” of the “Sputnik crisis” when the sphere of education expanded on a global scale. As the exhibition and its accompanying publication demonstrate, the rethinking and replanning of learning environments – due to demographics, technology, the Cold War and the social movements culminating in 1968 – permanently changed the educational sphere.”

Evan Calder Williams: Flexible Cages: Securitization and Revolt Within and Beyond Educational Architectures

Catherine Burke: Colin Ward and Anarchist Educational Concepts of the 1960s and ’70s: “We make the road by walking.”

Oliver Sukrow: Black Box Education? Cybernetics, Architecture and Learning in 1960s GDR

Sabine Bitter, Helmut Weber: Educational Modernism: Performing Archives of Learning

Francesco Zuddas: Against the Campus, or the Life and Passion of Università-Territorio

Tom Holert: Introduction | Campus Utopianism and its Discontents

Discussion: Campus Utopianism and its Discontents
With Sabine Bitter, Helmut Weber, Francesco Zuddas, moderated by Tom Holert English original 

Tom Holert: Introduction | Anarchy and Control

Discussion: Cybernetics and Standardized Building Types: Socialist Educational Architectures and their Export
With Oliver Sukrow, Dina Dorothea Falbe, Elke Beyer, moderated by Tom Holert English original 

Tom Holert: Introduction | Cybernetics and Standardized Building Types. Socialist Educational Architectures and Their Export

Elke Beyer: Soviet Campus Exports

Discussion: Anarchy and Control
With Catherine Burke, Evan Calder Williams, moderated by Tom Holert

Dina Dorothea Falbe: Local Specifics: Variations of the GDR-Type School Building

Filipa César: Militant Education: “Pilot Schools” and “Jungle Schools” in Guinea and Guinea-Bissau around 1970

Elke Beyer: Introduction | School-Building: Between Decolonization and Development Policy

Anselm Franke, Tom Holert, Marleen Schröder: Introduction | Education Shock

Monika Mattes: “School of excellence,” “learning factory” or “cozy corner”? West German Comprehensive Schools as Sites of Pedagogic Knowledge Production in the 1960s and ’70s 

Sónia Vaz Borges: Militant Education: “Pilot Schools” and “Jungle Schools” in Guinea and Guinea-Bissau around 1970

Ola Uduku: Postcolonial School Building in West Africa in the 1960s

Discussion: Childhood and Education, Experimentalized (German)
With Mark Terkessidis, Gregor Harbusch, Monika Mattes, moderated by Tom Holert 

Tom Holert: Introduction | Exhibition Design

Gregor Harbusch: Experimental Spaces: Ludwig Leo’s School Designs

Mark Terkessidis: Rooms-to-Play: Examples of Spatial Production of Space for and with Children around 1970

Discussion: School-Building: Between Decolonization and Development Policy
With Filipa César, Ola Uduku, Sónia Vaz Borges, moderated by Elke Beyer

Tom Holert: Introduction | Childhood and Education, Experimentalized”]]></description>
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<item rdf:about="https://hkw.de/en/app/mediathek/video/78495">
    <title>Discussion: Anarchy and Control | Mediathek 78495</title>
    <dc:date>2020-09-29T18:20:23+00:00</dc:date>
    <link>https://hkw.de/en/app/mediathek/video/78495</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[audio-only version: https://hkw.de/en/app/mediathek/audio/78450
https://soundcloud.com/hkw/discussion-anarchy-and-control ]

[intro to the discussion by Tom Holert: 
video: https://hkw.de/en/app/mediathek/video/78499
audio-only version: https://hkw.de/en/app/mediathek/audio/78447 ]]]></description>
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<item rdf:about="https://hkw.de/en/app/mediathek/video/78504">
    <title>Catherine Burke: Colin Ward and Anarchist Educational Concepts of the 1960s and ’70s: “We make the road by walking.” | Mediathek 78504</title>
    <dc:date>2020-09-29T18:19:28+00:00</dc:date>
    <link>https://hkw.de/en/app/mediathek/video/78504</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[audio-only version: https://hkw.de/en/app/mediathek/audio/78442
https://soundcloud.com/hkw/catherine-burke-colin-ward-ov ]]]></description>
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<item rdf:about="https://www.e-flux.com/architecture/education/322671/the-democratic-design-of-david-mary-medd/">
    <title>The Democratic Design of David &amp; Mary Medd - Architecture - e-flux</title>
    <dc:date>2020-03-20T21:21:38+00:00</dc:date>
    <link>https://www.e-flux.com/architecture/education/322671/the-democratic-design-of-david-mary-medd/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The layout of the Medds’ early Hertfortshire schools didn’t support progressive teaching practices; they were still based on self-contained classrooms. However, the architecture was tailored to the scale of the child, with low window sills to see out of, lightweight furniture easily moveable by children, connection to the outdoors in each classroom, and decorative arts integrated into the design for stimulating intellectual development. The Hertfortshire schools allowed for guiding principles to be established for a child-centered school design that was further developed by Mary in the following decades. “Schools had to be broken up in bulk and not look industrial… Children should be able to see out of windows… The main entrance of the school should be used by children as well as adults.”"

...

"The Thatcher Revolution in Schools: “A Profession Brought to Heel”
Subsequent shifts in government, approach, and ambition coupled with a changing social and economic context ended the golden era of post-war school design in England. Margaret Thatcher, who served as Minister of Education from 1970–1974, clashed with the educational establishment at the time. Once in power as prime minister, she introduced “profound change in the ecology of education,” heralding the beginning of a new regime in education.

With a shift in emphasis away from progressive child-centered education models to a more military style approach to education, teachers ultimately lost control of the classroom in terms of curriculum, design, and use of space. Architecturally, the introduction of the National Curriculum in 1988 resulted in locking down spatial opportunities and a return to the former hegemonic classroom model that the Plowden era schools had attempted to move away from.

The process of erosion of progressive values in public sector schooling, which began in the 1970s with Thatcher, has resulted today in an educational system far from what the Medds sought to support through their work. According to Michael Fielding and Peter Moss, the neoliberal agenda for education, which focuses on standardization, results, ratings, and increasing competition between schools, “impedes education’s ability to work with new and important understandings of children, knowledge and learning, which emphasize diversity and complexity.”

Tightening regulation in school design coupled with today’s political context of austerity has effectively eliminated the opportunity for schools to make significant structural or curricular changes from within. With the annulation of the Building Schools for the Future program in 2010, building new or extending existing public sector schools in the UK is limited. Between 1950–1970, teachers could author both the content of the school curriculum and their method of delivering it. “By contrast now a range of external influences dictates the nature of the experience—measurable outcomes and answerability of schools and individuals within them to parental and government pressure.”

Public education is a collective task, “a subject of civic interest and a responsibility of all citizens: the public in public education.” Faced with a crisis in terms of the climate emergency as well as the global rise of nationalism and individualism, emphasis in school design needs to return to becoming a more collective endeavor, focused on the creation of “caring” communities. Michael Fielding’s question remains of “how might we develop a radical education with democracy as a fundamental value and the common school as a basic public institution in a truly democratic society?”

A common undercurrent in progressive educational thinking and associated architectural models are the core principles of the rights of the child. What these approaches have in common is the mutual desire to support the natural inquisitiveness of childhood by spatially providing for the multiple possibilities of learning. As Colin Ward advocates, “in the ideal city, every school would be a productive workshop and every workshop an effective school.” Perhaps it is time to revisit the humane functionalism of the Medds, where architecture might again acknowledge that “children are the basis of school design.”"]]></description>
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<item rdf:about="https://www.e-flux.com/architecture/education/322673/deschooling-architecture/">
    <title>Deschooling Architecture - Architecture - e-flux</title>
    <dc:date>2020-03-13T21:02:10+00:00</dc:date>
    <link>https://www.e-flux.com/architecture/education/322673/deschooling-architecture/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“The late 1960s saw the birth of two radical ideas in the fields of education and environment. In education, the deschooling movement began with a seminar in Mexico entitled “Alternatives in Education.” For the scholars involved, schooling was an institution that perpetrated an unjust social order through a “hidden curriculum” and which had to be changed in order to achieve social justice. As a result of their meetings, two years later, Ivan Illich published Deschooling Society, where he advocated the abolition of schools and their replacement with “a new style of educational relationship between man and his environment.”

For Illich, the physical environment was a freely available resource where people could learn on their own terms. He loosely proposed an alternative system of entangled educational networks outside the remit of the school, combining educational objects, peer learning, mentorship, and reference services. His idea was to create a framework “which constantly educates to action, participation, and self-help.” The proposals of the “deschoolers”—including Illich, Paul Goodman, and Everett Reimer—were considered utopian and unscholarly at the time, but they became popular among progressive educators and the New Left, fueling a stream of libertarian educational practices worldwide.

Meanwhile, ecological disasters and the indiscriminate use of natural resources in the US inspired Wisconsin senator Gaylord Nelson in 1969 to organize an environmental “teach-in.” His aim was to encourage people, and especially youth, to become aware and involved in protecting the environment. Instead of taking a top-down approach, Nelson proposed that anyone could organize a meeting to teach others what they knew about the environment. A year later, in April 1970, Earth Day triggered a nationwide grassroots movement of peer-to-peer learning that brought millions to the streets, including 10,000 schools and 2,000 colleges and universities. An initiative that started as a local environmental education project created the first North American green generation and propagated the environmental movement.

The ripples of these two radical ideas reached Britain and materialized in the work of anarchist writer Colin Ward. With a background in architecture, education, and anarchist publishing, Ward combined the ideas of the environmental movement and the deschoolers, initiating a network of people, places, and pedagogies that used the environment as a tool for learning. However, rather than concentrating on the natural environment, as most projects did at the time, Ward advocated for the study of urban areas as a path to active citizenship.

One of the initiatives under Ward’s leadership, the Urban Studies Centres (USCs), triggered a grid of more than thirty self-organized urban learning centers across the UK to promote awareness of the built environment. Even though the USC’s main aim was to widen participation in the construction of cities and help people become “masters of their environment,” they also, as a side-effect, proposed a way to “deschool architecture” by making architectural and urban education publicly available.”]]></description>
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<item rdf:about="https://www.flyingsquads.org/">
    <title>Flying Squads | Providing young people with time to practice making their own decisions</title>
    <dc:date>2020-01-07T05:10:04+00:00</dc:date>
    <link>https://www.flyingsquads.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[““A city that is really concerned with the needs of its young will make the whole environment accessible to them, because, whether invited to or not, they are going to use the whole environment.” -Colin Ward, The Child in the City

***

Our Program

Flying Squads provide young people with time to practice making their own decisions in a nurturing community of human connections through which they can develop relationships and work on self-confidence with genuine feedback from peers and society.

Unlike school field trips, the Flying Squad does not have a predetermined destination but instead practices the crucial skills of deciding together where to go and how to spend their time. Each day starts in a public space (typically a library) documenting and reflecting on previous time together in a communal journal. The group then sets out into the world to explore common interests as a collective, experimenting on how to build community and deciding how to voice group concerns on the social justice issue of being youth in a city built for adults.

Even in the most caring of school and homeschooling coop spaces, a definitive line is drawn on where children learn and what space and materials are and are not for them. By intentionally not using a learning space or having predetermined tools and materials, Flying Squad participants learn the important value of abolishing these distinctions as the young people involved interact with the world outside on a regular basis, carving out a space for themselves in their city. And as they do so, they learn perhaps one of life’s most important lessons: how to find self-identity while caring for and developing a community with others.

***

Our Concern for Human Rights

Flying Squads believe in liberation for all people, and we operate on the values of anti-oppression, young people’s rights, and community.

We believe that you cannot stand for anti-oppression for young people without standing for anti-oppression for all oppressed and marginalized groups. Liberation is intertwined, and we must be willing to support and advocate for one another in order to get free.

All of us, especially young people, exist within systems, relationships, caretakers, and communities where oppression affects us. If the adults and elders in the community are not on a path towards liberation, we cannot hope to support our young people on their path to liberation.

Our Values

Young people’s rights are respected here. Go here for more on this.

- Flying Squads are consent-based. If you are signing up for your child make sure to get their consent and agreement before doing so.

- We are committed to intentional and continual anti-oppression work and will not tolerate overt or covert racism and bigotry. Go here for more on the issues of SDE and centering whiteness.

- We believe in community, mutual aid, and taking care of one another. These values are reflected in how we work through what we want to do each day, how we address conflict, and how we interact with one another, both within individual Flying Squads, and within our network of facilitators and groups.

***

“A city that is really concerned with the needs of its young will make the whole environment accessible to them, because, whether invited to or not, they are going to use the whole environment.” –Colin Ward, The Child in the City

***

A Brief History

Flying Squads started in a library in Brooklyn in the fall of 2018. But the concept behind them began years earlier, when I was working to co-found the junk playground, play:groundNYC, which wonderfully gives children free choice, but still within a confined space.

At the time, I was reading Colin Ward’s gorgeous book, The Child in the City, which discusses how, to truly be free, children must be a part of the city itself. Children need to feel comfortable on their own streets and must be welcomed in public spaces– a concept that no longer exists in today’s modern culture.

And so, I spent a year running a program helping children “get lost” in the city (called Ramble the City), but that too still felt too top-down, dictating where and why children went around to various spaces in the city. Ultimately this led to Flying Squads, a program specifically designed to encourage young people to take back their city and to again be accepted in society as autonomous individuals in a communal space.

Now in our second year, we are thrilled to announce that our project has grown, with Bria and David starting a second community in Portland and Brooklyn starting a third community in Eugene.

—Alexander Khost (what’s my title… Initiator? Provocateur?)

***

Facilitators

Bria Bloom (Portland Flying Squad) grew up unschooled, and now is a passionate advocate for Self-Directed Education and children’s rights. Bria loves to work and play as an SDE facilitator, and has experience doing so from her work in free schools, alternative spaces, and her experience as a parent. She spends her time exploring questions and ideas with young people and adults, supporting young people in whatever way they need, laughing often, and marveling at all of the positive risk-taking, creative thinking, and passion that lives in self-directed communities every day. Bria is also a martial artist and a dancer, a happy Portland cyclist, and a writer. She spends a lot of her time reading and discussing education and parenting ideas with anyone who is interested.

David Jacobo (Portland Flying Squad) is a Self-Directed Education advocate and facilitator. He has a passion for children’s rights, Self-Directed Education, and social justice. He was born in Los Angeles and raised between Oregon and California. A second generation immigrant of Mexican and Guatemalan descent, David and his family moved constantly to find work opportunities until finally landing in Salem. He graduated with a B.S. in Sociology at Portland State University. After working for three years in public schools, David sought to find alternative education styles that focused less on conforming and authority and more on creativity and autonomy. David is an avid photographer and a working musician. He hopes to not only inspire kids but to be inspired by them as well.

Alexander Khost (Brooklyn Flying Squad) is a father and children’s rights advocate. He volunteers running Friends of the Modern School, supporting the history and maintaining current models of anarchistic education. He works with young people at the homeschooling coop, Brooklyn Apple Academy; he is the Editor-in-Chief of the Alliance for Self-Directed Education’s online magazine, Tipping Points; and he is the founder of Voice of the Children, promoting and facilitating art and activism for young people.

He previously founded the Teddy McArdle Free School, a democratic free school in New Jersey, and more recently co-founded play:groundNYC, a junkyard playground for children on Governors Island in New York City.

Brooklyn Wetzel (Eugene Flying Squad) is an adult self-directed learner with a passion for freedom and autonomy. From a young age, she rejected institutional schooling and sought her own path in music promotion, art, and small business. Over the last 5 years, she has facilitated at a democratic school, ran a photo booth business and worked at an indigenous language game development start-up in rural Montana. After moving to Oregon in 2018 she completed the Agile Learning Facilitator training and started work on a community non-profit supporting people in end of life issues. A digital native and idea person, one of her favorite things is to connect people with new resources to explore their passions. Brooklyn has a deep trust in people of all ages to grow and learn to be their best selves without coercion judgment or hierarchical structures.”]]></description>
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    <title>Nick Kaufmann on Twitter: &quot;Civic tech needs to study history and explore the &quot;usable past&quot;. Everyone in #civictech / @codeforamerica network should read Professor Light's upcoming book States of Childhood, ill attempt to summarize her talk below, although</title>
    <dc:date>2018-12-14T21:51:06+00:00</dc:date>
    <link>https://twitter.com/nickkauf/status/1071196293001830400</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[this is the event:
https://architecture.mit.edu/computation/lecture/playing-city-building ]

[thread contains many images]

"Civic tech needs to study history and explore the "usable past". Everyone in #civictech / @codeforamerica network should read Professor Light's upcoming book States of Childhood, ill attempt to summarize her talk below, although it's only what i could grasp in an hour or so.

https://twitter.com/nickkauf/status/1071162000145817601
At @mitsap tonight tweeting about Jennifer Light's lecture "playing at city building" #urbanism #education #civictech 

Light opened the talk with the observation that more disciplines are looking to study history to "look forward by looking backward" #civicfutures #usablepast

In #civictech we know this isnt the first government reform movement with a "techie spin" in the world or us. At the last turn of the century, anxieties about cities birthed the "good government movement" the "googoos" were reformers kinda like #civichackers of today

Like @codeforamerica and also #smartcities boosters, the goo-goos  believed scientific models and tech tools were a source of progress. They were worried about "boss rule" and wanted to "rationalize government" compare to cfa's mottos today

After discussing the good govt movement, Lights set the historical context of shifting expectations around young people's behavior. Child labor laws did not stop children from working however, it was just framed as "play" now

In this context early models of vocational education and educational simulations emerged, including William R. George's "model republic" movement. @Erie @pahlkadot model republics were all over the usa, not as franchised like #cfabrigade but more grassroots diffusion of the idea

There were miniature republics run by children in boston(Cottage Row), Cleveland (Progress  City) Philadelphia (Playground City), etc, where children worked as real pretend public servants

media coverage of the time hailed these civic simulations as educational opportunity/chance for a "second life" for youth. Some of the tenement kids that George put into his program ended up in ivy league schools, and as lawyers, Pub. Servants and admins of their own model cities

The educational theories at the time of the model republics were very similar to today's trends of "gamification" "experiential learning" etc. Light referenced Stanley Hall (imitation/impersonation) and 'identity play'

Long before Bateson and Goffman were muddling the boundary between seriousness/play, model republics were also using that ambiguity to educate and also cut costs of programs literally built and maintained by children. Imagine 1000 kids and 3 admins

John Dewey's philosophy of learning by doing was also heavily referenced in the talk, as George took great inspiration from him and Dewey was a supporter of the model republics.

Light stressed just how much model republic citizens did in their pretend-real jobs, building housing, policing, data collection, safety inspections, and they did it so well that they often circumvented the adult systems. Why send some1 to adult court when junior court works?

This dynamic reminded me so much of #civichackers today with our pretend jobs and weekly hack night play that quickly turns into real jobs for our cities

Another point Light made was that the model republics were very much about assimilation of immigrants into a certain set of white american middleclass values. But before rise of consumerism those values heavily emphasized DIY/activecitizenship/production.

One reason for the decline of the model republics might have been the rise of consumerism and passive consumption valued over production. But we still have things like model U.N. and vocational programs, vestiges of this time.

Again today we have a perceived need to train people for the "new economy", so what can #civictech #civicinnovation #smartcities learn from looking back to historical examples? For one thing, we learn that youth contribution to civic innovation is important and undervalued

When model republics were introduced into schools the educational outcomes were not the only advantage, they saved schools gobs of money through "user generated" labor. Again think about civictech volunteerism today...

At Emerson School, Light said, kids were even repairing the electrical system. And in some cities kids would  stand in for the mayor at real events.

Heres a page describing the establishment of a self-governing body of newsboys in Milwaukee https://www.marquette.edu/cgi-bin/cuap/db.cgi?uid=default&ID=4167&view=Search&mh=1 …

Light closed the talk by remarking on the "vast story of children's unacknowledged labor in the creation of urban America". slide shows how their labor was hidden behind play. Although they couldnt work in factories,can you call it "play" if it involved *building* the playground?

Although Light's upcoming book focuses on America, she said there were civic simulations like this in many countries including the Phillipines, China, England, France...

Model republics were not however a well connected, branded international civic movement like modern #civictech. Light said that while they were promoted at national educational conferences on education or public housing, George lamented not having control of the brand/vision

The result of George's lack of guidelines and a organizational network of model republic practiciorners was many different, idiosyncratic models run by different ppl in different places. @pahlkadot George really needed a  "National Advisory Council" it seems!

For example an Indiana model republic the kids put on their own circuses! George thought some model republics werent following his original values/vision but couldnt do much about it...another theme in #civictech now Fortunately @Open_Maine is allowed to be weirdos too @elburnett

Light emphasized that although the model republics were a tool to assimilate children into a set of values (presumably including colonial, racist, patriarchal, capitalist ones) they were also a site of agency where kids experimented and innovated.

For example, girls in coeducational model republics held public offices and launched voting rights campaigns before the women' suffrage movement gained the rights in the "real" world. Given the power of the republics to do real work this wasnt just a symbolic achievement.

George for his part believed that the kids should figure out model republics for themselves, even if it meant dystopian civics. One model republic kept prisoners in a literal iron cage before eventually abolishing the prison.

Light's talk held huge lessons for the #civictech movement, and the model republic movement is just one of many pieces of history that can be a "usable past" for us. every civic tech brigade should have a "historian" role!

At @Open_Maine weve always been looking back to look forward although I didnt have the "usable past" vocabulary until I saw professor Light's talk today. @ajawitz @elburnett and I have consciously explored history in promoting civic tech in Maine.Other brigades are doing this too

For example, early @Open_Maine (code for maine) posters consciously referenced civilian conservation corps aesthetic #usablepast

We also made a 100y link w/ charitable mechanics movement @MaineMechanics makerspace never happened but @semateos became president and aligned org. with modern #makermovement. we host civichackathons there. #mainekidscode class is in same room that held free drawingclass 100y ago

So you can see why Light's talk has my brain totally buzzing. After all, @Open_Maine  has been dreaming of #civicisland, an experiential #civictech summer camp! Were currently applying to @MozOpenLeaders to develop open source experiential civictech curricula we could use for it.

Next steps here: I want to write an article about the "usable past" concept for #civictech. So if your brigade is engaged with history I wanna talk to you. @JBStephens1 was it you talking about the rotary club model on slack? @CodeForPhilly didnt you make a history timeline?"]]></description>
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<item rdf:about="https://boomcalifornia.com/2016/12/29/a-boom-interview-in-conversation-with-jennifer-wolch-and-dana-cuff/">
    <title>A Boom Interview: Mike Davis in conversation with Jennifer Wolch and Dana Cuff – Boom California</title>
    <dc:date>2017-01-02T03:42:57+00:00</dc:date>
    <link>https://boomcalifornia.com/2016/12/29/a-boom-interview-in-conversation-with-jennifer-wolch-and-dana-cuff/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Dana Cuff: You told us that you get asked about City of Quartz too often, so let’s take a different tack. As one of California’s great urban storytellers, what is missing from our understanding of Los Angeles?

Mike Davis: The economic logic of real estate and land development. This has always been the master key to understanding spatial and racial politics in Southern California. As the late-nineteenth century’s most influential radical thinker—I’m thinking of San Francisco’s Henry George not Karl Marx—explained rather magnificently, you cannot reform urban space without controlling land values. Zoning and city planning—the Progressive tools for creating the City Beautiful—either have been totally co-opted to serve the market or died the death of a thousand cuts, that is to say by variances. I was briefly an urban design commissioner in Pasadena in the mid-1990s and saw how easily state-of-the-art design standards and community plans were pushed aside by campaign contributors and big developers.

If you don’t intervene in the operation of land markets, you’ll usually end up producing the opposite result from what you intended. Over time, for instance, improvements in urban public space raise home values and tend to become amenity subsidies for wealthier people. In dynamic land markets and central locations, nonprofits can’t afford to buy land for low-income housing. Struggling artists and hipsters inadvertently become the shock troops of gentrification and soon can’t afford to live in the neighborhoods and warehouse districts they invigorated. Affordable housing and jobs move inexorably further apart and the inner-city crisis ends up in places like San Bernardino.

If you concede that the stabilization of land values is the precondition for long-term democratic planning, there are two major nonrevolutionary solutions. George’s was the most straightforward: execute land monopolists and profiteers with a single tax of 100 percent on increases in unimproved land values. The other alternative is not as radical but has been successfully implemented in other advanced capitalist countries: municipalize strategic parts of the land inventory for affordable housing, parks and form-giving greenbelts.

The use of eminent domain for redevelopment, we should recall, was originally intended to transform privately owned slums into publicly owned housing. At the end of the Second World War, when progressives were a majority in city government, Los Angeles adopted truly visionary plans for both public housing and rational suburban growth. What then happened is well known: a municipal counter-revolution engineered by the LA Times. As a result, local governments continued to use eminent domain but mainly to transfer land from small owners to corporations and banks.

Fast-forward to the 1980s. A new opportunity emerged. Downtown redevelopment was devouring hundreds of millions of dollars of diverted taxes, but its future was bleak. A few years before, Reyner Banham had proclaimed that Downtown was dead or at least irrelevant. If the Bradley administration had had the will, it could have municipalized the Spring-Main Street corridor at rock-bottom market prices. Perhaps ten million square feet would have become available for family apartments, immigrant small businesses, public markets, and the like, at permanently controlled affordable rents.

I once asked Kurt Meyer, a corporate architect who had been chairman of the Community Redevelopment Agency, about this. He lived up Beachwood Canyon below the Hollywood Sign. We used to meet for breakfast because he enjoyed yarning about power and property in LA, and this made him a unique source for my research at the time. He told me that downtown elites were horrified by the unexpected revitalization of the Broadway corridor by Mexican businesses and shoppers, and the last thing they wanted was a populist downtown.

He also answered a question that long vexed me. “Kurt, why this desperate, all-consuming priority to have the middle class live downtown?” “Mike, do you know anything about leasing space in high-rise buildings?” “Not really.” “Well, the hardest part to rent is the ground floor: to extract the highest value, you need a resident population. You can’t just have office workers going for breakfast and lunch; you need night time, twenty-four hour traffic.” I don’t know whether this was really an adequate explanation but it certainly convinced me that planners and activists need a much deeper understanding of the game.

In the event, the middle class has finally come downtown but only to bring suburbia with them. The hipsters think they’re living in the real thing, but this is purely faux urbanism, a residential mall. Downtown is not the heart of the city, it’s a luxury lifestyle pod for the same people who claim Silverlake is the “Eastside” or that Venice is still bohemian.

Cuff: Why do you call it suburbia?

Davis: Because the return to the center expresses the desire for urban space and crowds without allowing democratic variety or equal access. It’s fool’s gold, and gentrification has taken the place of urban renewal in displacing the poor. Take Anastasia Loukaitou-Sideris’s pioneering study of the privatization of space on the top of Bunker Hill. Of course, your museum patron or condo resident feels at home, but if you’re a Salvadorian skateboarder, man, you’re probably headed to Juvenile Hall."

…

"Jennifer Wolch: Absolutely. However it’s an important question particularly for the humanities students, the issue of subjectivity makes them reticent to make proposals.

Davis: But, they have skills. Narrative is an important part of creating communities. People’s stories are key, especially about their routines. It seems to me that there are important social science skills, but the humanities are important particularly because of stories. I also think a choreographer would be a great analyst of space and kind of an imagineer for using space.

I had a long talk with Richard Louv one day about his Last Child in the Woods, one of the most profound books of our time, a meditation on what it means for kids to lose contact with nature, with free nomadic unorganized play and adventure. A generation of mothers consigned to be fulltime chauffeurs, ferrying kids from one commercial distraction or over-organized play date to another. I grew up in eastern San Diego County, on the very edge of the back country, and once you did your chores (a serious business in those days), you could hop on your bike and set off like Huck Finn. There was a nudist colony in Harbison Canyon about twelve miles away, and we’d take our bikes, push them uphill for hours and hours in the hope of peeking through the fence. Like all my friends, I got a .22 (rifle) when I turned twelve. We did bad things to animals, I must confess, but we were free spirits, hated school, didn’t worry about grades, kept our parents off our backs with part-time jobs and yard work, and relished each crazy adventure and misdemeanor. Since I moved back to San Diego in 2002, I have annual reunions with the five or six guys I’ve known since second grade in 1953. Despite huge differences in political beliefs and religion, we’re still the same old gang.

And gangs were what kept you safe and why mothers didn’t have to worry about play dates or child molesters. I remember even in kindergarten—we lived in the City Heights area of San Diego at that time—we had a gang that walked to school together and played every afternoon. Just this wild group of little boys and girls, seven or eight of us, roaming around, begging pennies to buy gum at the corner store. Today the idea of unsupervised gangs of children or teenagers sounds like a law-and-order problem. But it’s how communities used to work and might still work. Aside from Louv, I warmly recommend The Child in the City by the English anarchist Colin Ward. A chief purpose of architecture, he argues, should be to design environments for unprogrammed fun and discovery."

…

"Wolch: We have one last question, about your young adult novels. Whenever we assign something from City of Quartz or another of your disheartening pieces about LA, it’s hard not to worry that the students will leave the class and jump off of a cliff! But your young adult novels seem to capture some amount of an alternative hopeful future.

Davis: Gee, you shouldn’t be disheartened by my books on LA. They’re just impassioned polemics on the necessity of the urban left. And my third LA book, Magical Urbanism, literally glows with optimism about the grassroots renaissance going on in our immigrant neighborhoods. But to return to the two adolescent “science adventure” novels I wrote for Viggo Mortensen’s wonderful Perceval Press. Above all they’re expressions of longing for my oldest son after his mother moved him back to her native Ireland. The heroes are three real kids: my son, his step-brother, and the daughter of our best friends when I taught at Stony Brook on Long Island. Her name is Julia Monk, and she’s now a wildlife biologist doing a Ph.D. at Yale on pumas in the Andes. I’m very proud that I made her the warrior-scientist heroine of the novels, because it was an intuition about her character that she’s made real in every way—just a remarkable young person."]]></description>
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<item rdf:about="http://www.cd-cf.org/articles/critical-design-and-the-critical-social-sciences/">
    <title>Critical Design Critical Futures - Critical design and the critical social sciences: or why we need to engagem multiple, speculative critical design futures in a post-political and post-utopian era</title>
    <dc:date>2015-05-22T06:05:28+00:00</dc:date>
    <link>http://www.cd-cf.org/articles/critical-design-and-the-critical-social-sciences/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We, anxious citizens of the affluent global North have some rather conflicted attitudes to futuring. In the broad realm of culture, "futures" have never been more popular. In the realm of politics, it is widely believed that those who engage in utopian speculations, are "out to lunch or out to kill[1].""

…

"Thoughtful reflections on widening inequality, class struggle, climate crisis, human-animal-machine relations, trans-humanism, the future of sexuality, surveillance and militarism can all be found in all manner of places. Consider Ronald Moore's Battlestar Galactica, the sci-fi novels of Ursula LeGuin, the Mars trilogy of Kim Stanley Robinson, films such as District 9, Gattica, Elysium or Snowpiercer, the graphic novels of Alan Moore or Hayao Miyazaki's stunning retro-futurist animations. All these currents – and many others – have used futures as a narrative backdrop to open up debate about worlds we might wish to inhabit or avoid.

In the "real world" of contemporary politics, no such breadth of discussion can be tolerated.

"Futures" once played a very significant role in Western political discourse. Western political theory: from Plato onwards can reasonably be read as an argument about optimal forms of institutional configuring.

For much of the twentieth century, different capitalisms confronted different vision of communism, socialism, anarchism, feminism, black liberation, fascism. Rich discussions equally took place as to the possible merits of blended systems: from the mixed economy and the welfare state to "market socialism", mutualism to populism, associationalism to corporatism. Since the end of the Cold War, it would be hardly controversial to observe that the range of debate about political futures that can occur in liberal democracies has dramatically narrowed. 

Of course, it would be quite wrong to believe that utopianism has gone away in the contemporary United States. Pax Americana, The Rapture, or a vision of the good life spent pursuing private utopias centered around the consumption-travel-hedonism nexus celebrated by "reality TV" is all alive and well."

…

"Design is important for thinking about futures simply because it is one of the few remaining spaces in the academy that is completely untroubled by its devotion to futures. Prototyping, prefiguring, speculative thinking, doing things differently, failing… and then starting all over again are all core component of design education. This is perhaps why Jan Michl observed that a kind of dream of functional perfectionism [4] has haunted all matter of design practice and design manifestos in the twentieth century."

…

""Utopian thought is the only way of speculating concretely about a projective connection between architecture and politics. To design utopias is to enter the laboratory of politics and space, to conduct experiments in their reciprocity. This laboratory – unlike the city itself – is a place in which variables can be selectively and freely controlled. At the point of application of the concrete, utopia ceases to exist". [8]

Moreover, if we think of the utopian imaginary as disposition, as opposed to the blueprint, we might well get a little further in our speculations. Sorkin makes a plausible case for the centrality of a utopian, ecological and political architecture of the future as a kind of materialized political ecology. His intervention can also remind us that hostility to design utopianism or any discussion of embarking on "big moves" in urban planning, public housing, alternative energy provision and the like, can itself function as a kind of "anti-politics". It can merely re-enforce the status quo, ensuring that nothing of substance is ever discussed in the political arena."

…

"Whilst Wright never actually uses the word design to describe what he is up to in his writings, his demand for concrete programmatic thinking resonates with John Dryzek's call for a critical political science concerned with producing and evaluating discursive institutional designs.

Further points of convergence between design and the critical social sciences open up when we recognize that design is not reducible to the activities of professional designers. As thinkers from Herbert Simon, to Colin Ward have argued, if we see design as a much more generalizable human capacity to act in the world, prefigure and then materialize, the reach and potential of future orientated forms of social design for material politics can be read in much more interesting and expansive ways.

The writings of Colin Ward and Delores Hayden can be fruitfully engaged with here for the manner in which both of these critical figures have drawn productive links between design histories of vernacular architectures and the social histories of self built housing, infrastructure and leisure facilities. Both demonstrate that there is nothing particularly new about the current interest in making, hacking or sharing. There are many "hidden histories" of working men and women embarking on forms of self-management, building co-operative enterprises and networks of mutual aid. In doing so they have turned themselves into designers of their own workplaces, communities and lives [12]. Such experiments in what we might call "worker centred design" continue to resonate. Attempts by trade unionists to define new modes of ownership with socially useful production (as represented by the Lucas plan), and the recent spate of factory takeovers in Argentina, all indicate that workers can be designers[13].

All manner of interesting potential convergences between critical design, futurism and social critique can additionally be found in the many experimental forms that contemporary urban-ecological activism has given rise to. Consider experiments in urban food growing, forms of tactical or pop-up urbanism, guerrilla gardening and open streets, attempts to experiment in solidarity economies, experiments with urban retrofitting or distributed energy systems or experiments with part finished public housing (that can be customized by their residents). All these currents have the potential to draw design activism and design-oriented social movements into direct engagement with critical theory, political economy and the critical social sciences."]]></description>
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<item rdf:about="http://creativemornings.com/talks/jen-delos-reyes">
    <title>Jen Delos Reyes | Rethinking Arts Education | CreativeMornings/PDX</title>
    <dc:date>2015-01-10T04:41:42+00:00</dc:date>
    <link>http://creativemornings.com/talks/jen-delos-reyes</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[video on YouTube: https://www.youtube.com/watch?v=vXWB7A1_zWA ]

"On the complex terrain of arts education today and expanded ways of valuing knowledge.

What should an arts education look like today? Can education change the role of artists and designers in society? How does teaching change when it is done with compassion? How does one navigate and resist the often emotionally toxic world of academia? With the rising cost of education what can we do differently?

Bibliography:

Streetwork: The Exploding School by Anthony Fyson and Colin Ward

Teaching to Transgress by bell hooks

Teaching Community: A Pedagogy of Hope by bell hooks

Education Automation: Comprehensive Learning for Emergent Humanity by Buckminster Fuller

Talking Schools by Colin Ward

Learning By Heart: Teachings to Free the Creative Spirit by Sister Corita Kent and Jan Steward

The Open Class Room by Herbert Kohl

Deschooling Society by Ivan Illich

Why Art Can’t Be Taught by James Elkins

Education and Experience by John Dewey

Freedom and Beyond by John Holt

Notes for An Art School edited by Manifesta 6

Black Mountain: An Exploration in Community by Martin Duberman

Teaching as a Subversive Activity by Neil Postman and Charles Weingartner

We Make the Road By Walking by Myles Horton and Paulo Friere

Education for Socially Engaged Art by Pablo Helguera

Rasberry: How to Start Your Own School and Make a Book by Sally Rasberry and Robert Greenway

This Book is About Schools edited by Satu Repo

Art School: (Propositions for the 21st Century) edited by Steven Henry Madoff"]]></description>
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    <title>&quot;Fleeting pockets of anarchy&quot; Streetwork. The exploding school. | Catherine Burke - Academia.edu</title>
    <dc:date>2014-07-28T22:43:31+00:00</dc:date>
    <link>https://www.academia.edu/7380841/_Fleeting_pockets_of_anarchy_Streetwork._The_exploding_school</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Colin Ward (1924–2010) was an anarchist and educator who, together with Anthony Fyson, was employed as education officer for the Town and Country Planning Association in the UK during the 1970s. He is best known for his two books about childhood, The Child in the City (1978) and The Child in the Country (1988). The book he co-authored with Fyson, Streetwork. The Exploding School (1973), is discussed in this article as illustrating in practical and theoretical terms Ward’s appreciation of the school as a potential site for extraordinary radical change in relations between pupils and teachers and schools and their localities. The article explores the book alongside the Bulletin of Environmental Education, which Ward edited throughout the 1970s. It argues that the literary and visual images employed in the book and the bulletins contributed to the powerful positive representation of the school as a site of potential radical social change. Finally, it suggests that “fleeting pockets of anarchy” continue to exist in the lives of children through social networking and virtual environments that continue to offer pedagogical possibilities for the imaginative pedagogue."

…

"Paul Goodman’s work had particular relevance to the development of ideas expressed in Streetwork. Through his fiction, Goodman developed the idea of the “exploding school” which realised the city as an educator. Playing with the notion of the school trip as traditionally envisaged, he created an image of city streets as host to a multitude of small peripatetic groups of young scholars and their adult shepherds. This image was powerfully expressed in Goodman’s 1942 novel, TheGrand Piano; or, The Almanac of Alienation.

Ward quotes extensively from this novel in Streetwork because the imagery and vocabulary so clearly articulate a view of the city and the school that is playfully subversive yet imaginable. In a dialogue between a street urchin and a professor, Goodman has the elder explain:

<blockquote>this city is the only one you’ll ever have and you’ve got to make the best of it. On the other hand, if you want to make the best of it, you’ve got to be able to criticize it and change it and circumvent it . . . Instead of bringing imitation bits of the city into a school building, let’s go at our own pace and get out among the real things. What I envisage is gangs of half a dozen starting at nine or ten years old, roving the Empire City (NY) with a shepherd empowered to protect them, and accumulating experiences tempered to their powers . . . In order to acquire and preserve a habit of freedom, a kid must learn to circumvent it and sabotage it at any needful point as occasion arises . . . if you persist in honest service, you will soon be engaging in sabotage.</blockquote>

Inspired by such envisaged possibilities, Ward came to his own view of anarchism, childhood and education. Sabotage was a function of the transformational nature of education when inculcated by the essential elements of critical pedagogy. In this sense, anarchism was not some future utopian state arrived at through a once-and-for-all, transformative act of revolution; it was rather a present-tense thing, always-already “there” as a thread of social life, subversive by its very nature – one of inhabiting pockets of resistance, questioning, obstructing; its existence traceable through attentive analysis of its myriad ways and forms.

Colin Ward was a classic autodidact who sought connections between fields of knowledge around which academic fences are too often constructed. At the heart of his many enthusiasms was an interest in the meaning and making of space and place, as sites for creativity and learning."

…

"Fleeting pockets of anarchy and spaces of educational opportunity

The historian of childhood John Gillis has borrowed the notion of the “islanding of children” from Helgar and Hartmut Zeiher as a metaphor to describe how contemporary children relate, or do not relate, to the urban environments that they experience in growing up. Gillis quotes the geographer David Harvey, who has noted that children could even be seen to inhabit islands within islands, while “the internal spatial ordering of the island strictly regulates and controls the possibility of social change and history”. This could so easily be describing the modern school. According to Gillis, “archipelagoes of children provide a reassuring image of stasis for mainlands of adults anxious about change”.

Since the publication of  Streetwork, the islanding of childhood has increased, not diminished. Children move – or, more accurately, are moved – from place to place, travelling for the most part sealed within cars. This prevents them encountering the relationships between time and space that Ward believed essential for them to be able to embark on the creation of those fleeting pockets of anarchy that were educational, at least in the urban environment. Meanwhile, the idea of environmental education has lost the urban edge realised fleetingly by Ward and Fyson during the1970s. Environmental education has become closely associated with nature and the values associated with natural elements and forces

If the curriculum of the school has become an island, we might in a sense begin to see the laptop or iPad as the latest islanding, or at least fragmenting, device. Ward and Fyson understood the importance of marginal in-between spaces in social life,where they believed creative flourishing was more likely to occur than in the sanctioned institution central spaces reflecting and representing state authority. This was, they thought, inevitable and linked to play, part of what it was to be a child. The teacher’s job was to manage that flourishing as well as possible, by responding to the opportunities continually offered in the marginal spaces between subjects in the curriculum and between school and village, city or town. They believed that such spaces offered educational opportunities that, if enabled to flourish through the suggested pedagogy of Streetwork and the implications of the exploding school, might enrich lives and environments across the generations. It was in the overlooked or apparently uninteresting spaces of the urban environment that teachers, with encouragement, might find a rich curriculum. Today, we might observe such “fleeting pockets of anarchy” in the in-between spaces of social media, which offer as yet unimagined opportunities and challenges for educational planners to expand the parameters of school and continue to define environmental education as radical social and urban practice."]]></description>
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    <title>Colin Ward | The Anarchist Library</title>
    <dc:date>2014-02-10T23:52:38+00:00</dc:date>
    <link>http://theanarchistlibrary.org/authors/Colin_Ward.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[* Anarchism as a Theory of Organization
* The Anarchist Sociology of Federalism
* Anarchy in Milton Keynes
* The Case Against Voting
* The Child in the City
* The Child in the Country
* The hidden history of housing
* Temporary Autonomous Zones
* A Visit to Amsterdam
* Witness for the Prosecution]]></description>
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    <title>The Child In The City: a case study in experimental anthropology [.pdf]</title>
    <dc:date>2013-02-22T23:01:26+00:00</dc:date>
    <link>http://www.thememorybank.co.uk/pricklypear/13.pdf</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[via: https://twitter.com/joguldi/status/304975080826478593]]></description>
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    <title>Spatial Agency</title>
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    <link>http://www.spatialagency.net/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…a project that presents a new way of looking at how buildings & space can be produced. Moving away from architecture's traditional focus on the look and making of buildings, Spatial Agency proposes a much more expansive field of opportunities in which architects and non-architects can operate. It suggests other ways of doing architecture.

In the spirit of Cedric Price the project started with the belief that a building is not necessarily the best solution to a spatial problem. The project attempts to uncover a second history of architecture, one that moves sharply away from the figure of the architect as individual hero, & replaces it with a much more collaborative approach in which agents act with, & on behalf of, others.

In all the examples on this website, there is a transformative intent to make the status quo better, but the means are very varied, from activism to pedagogy, publications to networking, making stuff to making policy - all done in the name of empowering others…"]]></description>
<dc:subject>centerforurbanpedagogy mockbee santiagocirugeda coophimmelblau freeuniversity hackitectura teamzoo yalebuildingproject wuzhiqiao wholeearthcatalog colinward urbanfarming supertanker self-organization selforganization raumlabor victorpapanek eziomazini jaimelerner iwb cohousing mikedavis doorsofperception johnthackara teddycruz buckminsterfuller centerforlanduseinterpretation elemental antfarm ruralstudio amo collaborativeproduction collaboration networking policy holisticapproach systemsthinking systemsdesign activism spacialagency jeremytill tatjanaschneider nishantawan matterofconcern brunolatour transformativeintent openstudioproject lcproject empowerment via:cityofsound cedricprice resource designthinking database urbanism space uk design research architecture atelierbow-wow</dc:subject>
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</item>
<item rdf:about="http://www.kunstakademiet.dk/more.php?id=174_0_2_0_M41">
    <title>Det Kongelige Danske Kunstakademie Billedkunstskolerne</title>
    <dc:date>2012-04-09T22:25:08+00:00</dc:date>
    <link>http://www.kunstakademiet.dk/more.php?id=174_0_2_0_M41</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The School of Walls & Space investigates contemporary notions of space, its production, privatization & the role of the artist as a critical and political agent within it, & uses both traditional & more experimental pedagogical methods.

The School is a multi-layered micro-institution that encourages the development of an inter-disciplinary research-based practice. It balances individual mentoring w/ collective group activities. The school uses traditional pedagogical methods: group & one-to-one crits, seminars and talks, in conjunction w/ the exploration of more experimental collaborative teaching models which the School researches and develops collectively as a group. These include brain storming techniques, games, charettes, group activities, actions & happenings. It also explores historical practices, such as psychogeography & the derive, & the experimental teaching methods of Paolo Freire, Roy Ascott, Paul Goodman, & Colin Ward…"

[See also: http://wallsandspace.wordpress.com/ ]]]></description>
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<item rdf:about="http://badatsports.com/2010/episode-253-nils-norman/">
    <title>Episode 253: Nils Norman : Bad at Sports</title>
    <dc:date>2012-04-09T20:29:25+00:00</dc:date>
    <link>http://badatsports.com/2010/episode-253-nils-norman/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Norman founded an experimental space called Poster Studio on Charing Cross Road, London. This space was a collaborative effort with Merlin Carpenter and Dan Mitchell. In 1998 in New York he set up Parasite, together with the artist Andrea Fraser, a collaborative artist led initiative that developed an archive for site-specific projects.

Norman now lives and works in London Copenhagen. He exhibits internationally in commercial galleries, museum, and in public and alternative spaces. He writes articles, designs book covers and posters, collaborates with other artists, teaches and lectures in European and the US. Norman completed a major design project: an 80m pedestrian bridge and two islands for Roskilde Commune in Denmark in 2005 and is now working together with Nicholas Hare Architects on a school playground project for the new Golden Lane Campus, East London. He has recently finished an artist residency at the University of Chicago, Chicago, USA."]]></description>
<dc:subject>dogooderism academia careerism culture readerbrothers lauraowens making authenticity values trust productivity production productionvalue local deschooling unschooling communities dinnerparties supperclubs formalization access creativepractice contradiction mfa lowresidencymfa purpose posterstudio soprah situationist culturalspace privatespaces publicspace institutionalization bohemia bohemians cityasclassroom cities gentrification josefstrau stephandillemuth economics neoliberalism richardflorida socialpractice denmark chicago site-specificprojects roskildecommune collaboration arteducation education 2010 artproduction nilsnorman colinward explodingschool artists interviews art mfas</dc:subject>
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<item rdf:about="http://leighblackall.blogspot.com/2011/05/situated-art-situated-learning-en-route.html">
    <title>Leigh Blackall: Situated art, situated learning - En Route by One Step At A Time Like This</title>
    <dc:date>2011-05-07T23:48:42+00:00</dc:date>
    <link>http://leighblackall.blogspot.com/2011/05/situated-art-situated-learning-en-route.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I think the artistic intent of these concepts could be enhanced with study of Joseph Beuys' work, particularly the Free International University, as well as Situationist International and their desire to create environments for discovering and appreciating the true value of things rather than their staged value.

All of this makes for excellent examples to add to my essay in progress on Ubiquitous Learning - a critique, where I'm trying to argue that the words ubiquity and learning have nothing inherently to do with technology, and are instead words of ethical dimension, so the phrase ubiquitous learning should become one more to do with an ethical approach or framework to learning, and not one suggesting a technological determination of it."]]></description>
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<item rdf:about="http://blogs.hbr.org/revitalizing-cities/2011/04/the-city-as-school.html">
    <title>The City As School - Gilberto Dimenstein - Revitalizing Cities - Harvard Business Review</title>
    <dc:date>2011-04-26T04:57:20+00:00</dc:date>
    <link>http://blogs.hbr.org/revitalizing-cities/2011/04/the-city-as-school.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I then realized that the educational process happens not just inside the school walls, but in three different places: school, family and community.

When I came back to São Paulo - a chaotic metropolitan area with 20 million people - I decided to do an experiment using this knowledge. The city was going through its worst period of violence and degradation. In my neighborhood, Vila Madalena, we developed the learning-neighborhood project in cooperation with a group of communicators, psychologists and educators. The core idea was to map the community's resources: theater, schools, cultural centers, companies, parks, etc. We created a network and trained the community to take advantage of all these assets, turning them into social capital. With this model, the school is trained to function as a hub, connecting itself to the neighborhood, and then, to the city."]]></description>
<dc:subject>cities schools explodingschool urban infrastructure colinward education lcproject informallearning informal thecityishereforyoutouse socialcapital gilbertodinmenstein sãopaulo cityasclassroom experience experientiallearning realworld schoolwithoutwalls bolsa-escola via:cervus opencities opencitylabs networkedlearning ivanillich deschooling unschooling catracalivre neighborhoods community communities communitycenters learning families</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:f09788733bfb/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:explodingschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urban"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:infrastructure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colinward"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:informallearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:informal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thecityishereforyoutouse"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialcapital"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gilbertodinmenstein"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sãopaulo"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cityasclassroom"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:experience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:experientiallearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:realworld"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schoolwithoutwalls"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bolsa-escola"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:via:cervus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:opencities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:opencitylabs"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:networkedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ivanillich"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:catracalivre"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neighborhoods"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
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</item>
<item rdf:about="http://www.mightymatthern.com/?p=379">
    <title>Matt Hern » On enterprise</title>
    <dc:date>2011-04-17T22:19:38+00:00</dc:date>
    <link>http://www.mightymatthern.com/?p=379</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I often wonder how we reached situation when honorable words like ‘enterprise’, ‘initiative’ & ‘self-help’ are automatically associated w/ political right & defense of capitalism, while it is assumed that political left stands for big brother state w/ responsibility to provide pauper’s income for all & inflation-proof income for its own functionaries.

90 years ago people’s mental image of a socialist was a radical self-employed cobbler, sitting in his shop w/ a copy of William Morris’ Useful Work vs Useless Toil on the workbench, his hammer in his hand & his lips full of brass tacks. His mind was full of notions of liberating his fellow workers from industrial serfdom in a dark satanic mill. No doubt the current mental picture is of a university lecturer w/ a copy of The Inevitable Crisis of Capitalism in one hand & a banner labelled ‘Fight the Cuts’ in the other, while his mind is full of strategies for unseating the sitting Labour candidate in the local pocket borough."]]></description>
<dc:subject>colinward capitalism socialism history left right work labor change bigbrother 1985 self-help initiative enterprise matthern</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:1c15d9b30a36/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:labor"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:enterprise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:matthern"/>
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</item>
<item rdf:about="http://newhumanist.org.uk/2269/diary-the-gradual-anarchist">
    <title>Stan Cohen - Diary: The gradual anarchist | New Humanist</title>
    <dc:date>2011-03-29T23:19:42+00:00</dc:date>
    <link>http://newhumanist.org.uk/2269/diary-the-gradual-anarchist</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["late 60s…heady years for libertarian left…new generation of radicals had gone through rapid education that skipped orthodox Marxism & traditional anarchism, plunging straight into dialectics of liberation, Fanonism, International Situationism & more. Under this influence group of us…had begun to question assumptions & boundaries of our academic discipline…looked for links to anarchist tradition &…flirted w/ late 19th-century idea of criminal as crypto-revolutionary hero.

What attracted us to anarchism?…3 obvious affinities:…distrust of all authority…undermining of professional power (Illich-style de-schooling, anti-psychiatry…critique of state, especially its power to criminalise & punish.

These standard anarchist concerns always informed Colin’s agenda…had little time for “apocalyptic” or “insurrectionary” anarchism. His approach was pragmatic, gradualist, even reformist…His anarchism was not a glorification of chaos & disorder but encouragement of special form of order…"]]></description>
<dc:subject>politics activism anarchism obituary colinward situationist marxism pragmatism 1960s 2010 hierarchy creativity individuality socialspaces architecture criminology insurrection apocalypse chaos disorder deschooling ivanillich anti-psychiatry criminalization behavior society fanonism liberation freedom cities urban urbanism defensiblespaces space place housing state pruitt-igoe stlouis hopefulness patience insecurity victimization crime housingprojects oscarnewman</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:eda870a4eefe/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:obituary"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:disorder"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ivanillich"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anti-psychiatry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:criminalization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:behavior"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:place"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:housing"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pruitt-igoe"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stlouis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hopefulness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:patience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:insecurity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:victimization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:crime"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:housingprojects"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:oscarnewman"/>
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</item>
<item rdf:about="http://www.akpress.org/2001/items/stamps">
    <title>Stamps: Designs For Anarchist Postage Stamps :: AK Press</title>
    <dc:date>2011-02-19T18:45:45+00:00</dc:date>
    <link>http://www.akpress.org/2001/items/stamps</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Sixteen portraits of anarchist luminaries—Godwin, Stirner, Proudhon, Goldman, Berkman, Herbert Read, Durruti, Bakunin, Louise Michel, Zapata, etc.—together with an essay on anarchism and stamps, by Colin Ward, and Clifford Harper's afterword on his own personal connections to the postal service. Another beautifully crafted vehicle for the incredible artwork of Harper."]]></description>
<dc:subject>colinward cliffordharper anarchism stamps symbols anarchy</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:8f20805bc654/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anarchism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stamps"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:symbols"/>
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</item>
<item rdf:about="http://www.panarchy.org/ward/organization.1966.html">
    <title>Colin Ward, Anarchism as a Theory of Organization (1966)</title>
    <dc:date>2011-01-29T21:30:56+00:00</dc:date>
    <link>http://www.panarchy.org/ward/organization.1966.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This is a remarkable text that shows the affinities between anarchy and the principles of organization of complex systems composed by many interconnected units. Perhaps, only when a mechanical worldview will be replaced by a cybernetic one, anarchy as organization will be finally recognized and accepted, probably under a different name."]]></description>
<dc:subject>anarchism politics anarchy theory organization organizations hierarchy colinward cyberspace web internet digital 1966 government authority leadership society administration institutions deinstitutionalization lcproject deschooling unschooling</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:16e7e3840ca3/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anarchy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:theory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:organization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:organizations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hierarchy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colinward"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cyberspace"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:digital"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:1966"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authority"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:leadership"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:administration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:institutions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deinstitutionalization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
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</item>
<item rdf:about="http://jeweledplatypus.org/cgi-bin/blosxom.cgi/text/citynet.html">
    <title>jeweled platypus · text · Grids of tubes and wires (the city and the internet)</title>
    <dc:date>2010-08-16T08:40:30+00:00</dc:date>
    <link>http://jeweledplatypus.org/cgi-bin/blosxom.cgi/text/citynet.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["wrote an essay about how learning to use internet is like learning to live in city…for class where we read urban critics/philosophers/sociologists Walter Benjamin, Michel de Certeau, & Georg Simmel…lived in 19th & 20th centuries, talked about: what happens to people when they move to cities, how it feels to live in dense urban centers, & whether “the city” is imaginary place…Some of their concerns about experience of mass urbanization are similar to concerns…about experience of mass internet use: dealing w/ infooverload, wandering in non-linear fashion, learning unfamiliar interfaces, developing less sensitivity to shocking sights, finding connections w/in fragmented communities, encountering thousands of strangers every day, & acting badly when anonymous.

…resemblance btwn physical & virtual worlds is not surprising…“city is an archetype of human imagination”…social aspects of web modeled on places where many of its developers, entrepreneurs & designers live: SF, LA, NY…"

[via: http://twitter.com/tcarmody/status/21262061506 ]]]></description>
<dc:subject>walterbenjamin micheldecerteau georgsimmel cities 2009 psychology urbanism urban society culture city internet social flickr del.icio.us youtube flaneur brittagustafson online web urbanization non-linearity learning explodingschool colinward strangers lcproject unschooling deschooling fear tcsnmy anonymity flâneurs flaneurs flâneur</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:bd9285c7b37a/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanization"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:strangers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fear"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:flaneurs"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:flâneur"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://en.wikipedia.org/wiki/Children's_street_culture">
    <title>Children's street culture - Wikipedia</title>
    <dc:date>2010-07-29T20:11:36+00:00</dc:date>
    <link>http://en.wikipedia.org/wiki/Children's_street_culture</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Children's street culture refers to the cumulative culture created by young children. Collectively, this body of knowledge is passed down from one generation of urban children to the next, and can also be passed between different groups of children (e.g. in the form of crazes, but also in intergenerational mixing). It is most common in children between the ages of seven and twelve. It is strongest in urban working class industrial districts where children are traditionally free to "play out" in the streets for long periods without supervision."
]]></description>
<dc:subject>colinward children streetculture culture urban urbanlegends myth play history games folklore myths</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:42788962a198/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:folklore"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:myths"/>
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</item>
<item rdf:about="http://www.dismalgarden.org/pages/dulwich.html">
    <title>Educational facility No:1. The topology of a proposal for a phantom experimental free school leaflet. East Dulwich</title>
    <dc:date>2008-06-10T11:18:27+00:00</dc:date>
    <link>http://www.dismalgarden.org/pages/dulwich.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Wayback: http://web.archive.org/web/20101029134555/http://www.dismalgarden.org/pages/dulwich.html ]

"Exhibited and distributed for free, the above fold-out leaflet proposal describes in detail plans to redevelop the Top Room exhibition space into an experimental self-sustainable art institution based on a non-hierachical "Exploding School" model which utilises the "scattered resources" of city space as a means of context based site-specific teaching.

Disregarding established old-school educational models, "Educational Facility No:1" takes as a starting point the ideas of William Godwin, Summerhill, the Chicago Metro High School and Paul Goodman's School Without Walls to create a hybrid contemporary educational facility enabling a more site-specific context based collaborative art education."]]></description>
<dc:subject>schools schooldesign education architecture learning lcproject cities urban urbanism paulgoodman summerhill art exploration space design explodingschool colinward nilsnorman williamgodwin schoolwithoutwalls cityasclassroom unschooling deschooling openstudioproject</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:6c4d2a8d2bf8/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:exploration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:space"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:explodingschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colinward"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nilsnorman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:williamgodwin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schoolwithoutwalls"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cityasclassroom"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:openstudioproject"/>
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</item>
<item rdf:about="http://books.google.com/books?id=WV49AAAAIAAJ">
    <title>Streetwork: The Exploding School - Google Book Search</title>
    <dc:date>2008-06-10T11:14:08+00:00</dc:date>
    <link>http://books.google.com/books?id=WV49AAAAIAAJ</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>books lcproject urban education learning design architecture space schooldesign situationist cities place environment explodingschool colinward</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:781dae86a269/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urban"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:place"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:explodingschool"/>
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</item>
<item rdf:about="http://friklasse.dk/">
    <title>Fri Klasse</title>
    <dc:date>2007-11-22T05:52:46+00:00</dc:date>
    <link>http://friklasse.dk/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[Copenhagen based sister institution to the Exploding School: 
http://web.archive.org/web/20101028100112/http://www.dismalgarden.org/pages/exploded_school_contents.html
]]></description>
<dc:subject>urban urbanism situationist anarchism denmark copenhagen activism politics lcproject explodingschool colinward nilsnorman unschooling deschooling</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:329c5992e314/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:explodingschool"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nilsnorman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://en.wikipedia.org/wiki/Colin_Ward">
    <title>Colin Ward - Wikipedia</title>
    <dc:date>2007-11-22T05:02:51+00:00</dc:date>
    <link>http://en.wikipedia.org/wiki/Colin_Ward</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["(born 1924) an editor of the British anarchist newspaper Freedom 1947-1960, the founder and editor of the monthly libertarian journal Anarchy from 1961-1970. Ward became an anarchist while serving in the British army during World War II."
]]></description>
<dc:subject>activism anarchy anarchism colinward psychogeography urbanism urban utopia architecture design housing uk philosophy autonomy politics policy planning</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3105e29d4ca1/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anarchism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colinward"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:housing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:uk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:philosophy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autonomy"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policy"/>
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</item>
<item rdf:about="http://www.dismalgarden.org/">
    <title>Welcome to the Exploding School</title>
    <dc:date>2006-04-22T17:16:30+00:00</dc:date>
    <link>http://www.dismalgarden.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Now at http://www.dismalgarden.com/ (.org no longer works)]

[See also: http://criticalspatialpractice.blogspot.com/2006/04/exploding-school.html ]]]></description>
<dc:subject>education learning schools schooldesign homeschool urban alternative community collaborative children space lcproject architecture art collaboration collective uk urbanism culture gamechanging glvo chicago psychogeography environment situationist classideas explodingschool colinward nilsnorman unschooling deschooling</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d86830df9ccb/</dc:identifier>
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<item rdf:about="http://criticalspatialpractice.blogspot.com/2006/04/exploding-school.html">
    <title>Critical Spatial Practice: The Exploding School</title>
    <dc:date>2006-04-22T17:03:46+00:00</dc:date>
    <link>http://criticalspatialpractice.blogspot.com/2006/04/exploding-school.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Designed to function outside of the traditional classroom space, the exploding school is nomadic. Taking its cue from Colin Ward and Anthony Fyson's book Streetwork it seeks to utilise the city as its classroom."
]]></description>
<dc:subject>education learning schools schooldesign homeschool urban alternative community collaborative children space lcproject situationist explodingschool colinward nilsnorman utopia pocketsofutopia unschooling deschooling</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:cd7070cc11df/</dc:identifier>
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</item>
<item rdf:about="http://www.dismalgarden.org/pages/backstory.html">
    <title>backstory: Streetwork: The Exploding School</title>
    <dc:date>2006-04-22T16:53:36+00:00</dc:date>
    <link>http://www.dismalgarden.org/pages/backstory.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Wayback: http://web.archive.org/web/20101029173418/http://www.dismalgarden.org/pages/backstory.html ]

""The city offers an incredible variety of learning labs: art students study at the art museum, biology students at the zoo, business and vocational courses meet at on-the-job sites. The program pays for none of its facilities but instead looks for "wasted space". Students, in going from class to class, travel around the city (normally on foot)."

The Parkway Program was followed by the Metro High School in Chicago, (the Chicago Public High School for Metropolitan Study), operating from 3 leased floors of an old office building in a decaying area of town. The students were also selected by lottery from all parts of Chicago.

According to Ward and Fyson, Metro Education Montreal used the city's underground railway as the central corridor for the same kind of activity - people were approached to give an hour a week teaching about their work. Other spaces used for classes were empty cinemas, vacant office spaces, under used computer centres, restaurants, libraries, clinics and laboratories."

[See also: http://criticalspatialpractice.blogspot.com/2006/04/exploding-school.html ]]]></description>
<dc:subject>education learning schools schooldesign psychogeography anarchism anarchy situationist homeschool urban alternative community collaborative children space lcproject urbanism critical art pedagogy glvo gamechanging classideas explodingschool colinward nilsnorman unschooling deschooling libraries</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:271689491dc6/</dc:identifier>
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