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Participatory futures | Nesta
As the world struggles with increased complexity and uncertainty, we believe that the process of systematically imagining alternative, sustainable futures should be conducted in a more democratic and inclusive manner. To counter growing distrust in institutions and increase polarisation, we are exploring alternative and emerging methods that are being used to bring communities together to debate and create collective visions for the futures they desire.
futures  work  audiences  participation  publicservice 
10 hours ago by tristanf
Why Corbynism matters | Prospect Magazine
The Corbyn project helped saved Labour from “Pasok-ification”—the fate of the traditional party of Greek social -democracy, which like so many of its European counterparts, has been hollowed out. Imagine if Labour had, as self-styled “moderates” urged after the 2015 defeat, eschewed dramatic rethinking to embark instead upon a focus-group-led chase to connect with, in the words of the then-MP Tristram Hunt, people “who shop at John Lewis.” Who is to say how low such a Labour Party, stripped of anything but aspirational platitudes, may have fallen. By wriggling free of the “end of history” ideological straitjacket that was fastened around formal politics after the Berlin Wall came down, Corbynism has expanded the politically possible; breaking up, as Lawson puts it, “the permafrosted soil that for 30 years had been too harsh for our dreams to grow in.”

If Corbynism were to storm the citadel this winter, its contradictions will be thrown into sharp relief in power. After defying expert predictions, the starting point for a Corbyn government—a broken economy, tattered social fabric and dysfunctional democratic infrastructure—would still be inauspicious. As Tom Blackburn points out, there is a danger that, having avoided the fate of Pasok, Labour would instead follow the path of Syriza, which rode to power in Greece on the back of a rejection of the ancien regime, rather than any positive embrace of its own ideals. Just as in Athens, the vested interests of business and the state could swiftly gut a Labour government’s radicalism.
UK  politics  LabourParty  Corbynism  Bennism  TheLeft  youth  austerity  precarity  CorbynJeremy  McDonnellJohn  economics  socialDemocracy  state  property  socialMovements  participation  grassroots  McCluskeyLen  Unite  Momentum  activism  climateChange  GreenNewDeal 
4 days ago by petej
Why Libraries Have a Public Spirit That Most Museums Lack
"A broad swath of society seems to feel more welcome in a public library rather than a museum. I examined the Brooklyn Public Library as a model of heightened engagement through collective knowledge creation."

...

"At a time when museums are being held accountable by a variety of publics for every aspect of their operations — from programming and exhibition-making to financial support and governance structures — perhaps it is useful to look at parallel institutions that are doing similar work for guidance on alternative ways of working.

I have spent a great deal of time thinking about the relationship between museums and public libraries, to understand what makes libraries feel different from museums. Why do they have a public spirit that most museums don’t? Why are there lines around the block at some NYC library branches at 9 am? I’ve been reading about the roots of both institutions in the United States, and they have evolved in similar ways; so how do they diverge? And is this divergence relevant to the ways in which a stunningly broad swath of society feels welcome within a public library and not a museum?

John Cotton Dana, the Progressive Era thinker and radical re-imaginer of public libraries, wrote a particularly important essay in 1917 titled “The Gloom of the Museum.” It includes a section about expertise that is particularly germane today:
They become enamoured of rarity, of history … They become lost in their specialties and forget their museum. They become lost in their idea of a museum and forget its purpose. They become lost in working out their idea of a museum and forget their public. And soon, not being brought constantly in touch with the life of their community … they become entirely separated from it and go on making beautifully complete and very expensive collections but never construct a living, active, and effective institution.


Museums and libraries in the US originated in similar places and via similar patronage models with their foundational collections coming largely from wealthy collectors of books and art objects, sometimes in conjunction with institutions of higher learning. However, the word “public” remains embedded in what we call the library. And while some branches are named for generous funders, these are secondary to the overall system. In fact, the Queens Public Library system, the largest in the nation, boasts of a branch within a mile of every Queens resident."
libraries  museums  public  2019  lauraraicovich  community  brooklyn  brooklynpubliclibrary  society  welcome  johncottondana  corafisher  jakoborsos  kameelahjananrasheed  participation  co-creation  engagement  visitors  participatory  workshops  sheryloring  scoringthestacks  ideas  information 
5 days ago by robertogreco
Partizipation: Home
Partizipation & nachhaltige Entwicklung in Europa
Nachhaltige Entwicklung braucht Beteiligung
Partizipation (lateinisch für „Beteiligung“) ist ein Grundprinzip der Demokratie. Auch die Teilnahme an Wahlen, an Volksabstimmungen und Volksbefragungen und die Unterstützung von Volksbegehren sind Formen der Beteiligung. Abseits dieser meist gesetzlich geregelten Formen der Beteiligung wird die Möglichkeit, sich darüber hinaus als BürgerIn oder als VertreterIn einer Interessengruppe bei Planungen und Entwicklungen im öffentlichen Bereich zu engagieren, zunehmend eingefordert und genutzt.
activism  engagement  participation  politics  citizenship  development  sustainability  austria 
12 days ago by gwippich
G1000
G1000 is a platform for democratic innovation. We develop, support and promote new forms of deliberation that reinforce democracy from local to international level. We believe democracy should give more space to regular citizens.
democracy  participation  innovation  international  association 
7 weeks ago by jk
Participedia
A global community sharing knowledge and stories about public participation and democratic innovations
engagement  participation  global  democracy  international  association  wiki 
7 weeks ago by jk
Comunal: Taller de Arquitectura
“COMUNAL se funda en el año 2015 en la Ciudad de México por Mariana Ordóñez Grajales, arquitecta egresada de la Universidad Autónoma de Yucatán. En el año 2017 se asocia con el equipo la arquitecta Jesica Amescua Carrera, egresada de la Universidad Iberoamericana.

Para nuestro equipo, la arquitectura no es un objeto, es más bien un proceso social participativo, vivo y abierto, que permite a los pobladores expresar sus ideas, necesidades y aspiraciones, poniéndolos siempre en el centro de los proyectos y la toma de decisiones.

Abordamos los problemas de habitabilidad en comunidades rurales con una visión integral y compleja. Interesadas siempre en el planteamiento de soluciones adecuadas a las condiciones socioambientales de cada región, colaboramos con diversos profesionistas dependiendo de las necesidades de cada proyecto.

Nuestra labor conjuga la arquitectura y la ingeniería para la innovación tecnológica de sistemas constructivos con materiales regionales y la conservación de las tipologías vernáculas, lo cual resulta del intercambio de saberes entre pobladores, especialistas y técnicos.

Creemos firmemente en nuestra profesión como una herramienta que puede ayudar a mejorar la calidad de vida de las comunidades a través de procesos que detonen autonomía, empoderamiento y autosuficiencia.”



“MISIÓN
Colaborar en el mejoramiento de las condiciones de vida y el habitar de las comunidades rurales de nuestro país, así como en el rescate y fortalecimiento de la memoria territorial a través de procesos participativos integrales que detonen la valoración de los saberes locales, autonomía, intercambio de saberes, resiliencia y empoderamiento, poniendo siempre a los habitantes al centro de los procesos y la toma de decisiones

VISIÓN
Facilitar, de forma respetuosa y honesta, procesos comunitarios impulsados de forma autogestiva con el objetivo de mejorar las condiciones de habitabilidad de sus pobladores a través de un genuino intercambio de saberes.

FILOSOFÍA DE TRABAJO
Conscientes de la realidad que existe en las comunidades indígenas de nuestro país, en donde los derechos humanos básicos y constitucionales como la vivienda, la salud y la educación están muchas veces ausentes, cuestionamos y replanteamos el papel del arquitecto no solo como un profesional capaz de dar forma a espacios para dar refugio, sino como una entidad con la capacidad de responder a las necesidades de las comunidades a través de la gestión social, política y económica. Concebimos nuestro trabajo y compromiso de manera integral y sistémica, abordando todos los aspectos legales, políticos, sociales, económicos y ambientales necesarios para la consolidación de un proyecto comunitario.

PREMISAS DE TRABAJO
Creemos firmemente en nuestra profesión como una herramienta para mejorar la calidad de vida en las comunidades a través de procesos que detonan la autonomía, el empoderamiento y la autosuficiencia. En este sentido, nuestro trabajo se basa en las siguientes premisas:

1. Colocar a las comunidades como el actor principal de los procesos y la toma de decisiones en los proyectos que incidirán en su Hábitat.

2. Reconocer a los pobladores como sujetos de acción que tienen la capacidad de tomar las decisiones más adecuadas para su desarrollo. En este sentido, colaboramos con las comunidades para generar dinámicas de reflexión que abonen a dicha toma de decisiones.

3. Diseñar basándonos en los derechos humanos, así como en el rescate y la preservación de la sabiduría popular y la cosmovisión particular de las comunidades.

4. Partir de las capas culturales, ambientales, arquitectónicas y territoriales existentes en la región, tomando en cuenta los saberes constructivos tradicionales de los pueblos orginarios.

5. Fortalecer el diálogo y la conexión existente entre el territorio y las comunidades, a través de proyectos que aborden el uso de los bienes naturales mediante un enfoque sistémico.

6. Desarrollar estrategias sociales y arquitectónicas que detonen prácticas que influyan en las políticas públicas nacionales.

7. Promover proyectos enfocados al desarrollo comunitario integral y a la reducción de la vulnerabilidad en la región.

8. Generar mecanismos para que nuestro equipo colabore con las comunidades con la finalidad de generar autonomía y empoderamiento. Es decir, que las comunidades sean capaces de satisfacer sus necesidades de habitabilidad aún cuando nuestro equipo no se encuentre presente en la región.

9. Recuperar la construcción colectiva presente en la historia de las comunidades a través del tequio, faena o mano vuelta. Es decir, reconstruir no solamente el entorno físico sino también el tejido social.

VALORES
- Equidad de género
- Autonomía
- Autosuficiencia
- Solidaridad
- Empoderamiento
- Honestidad
- Respeto”
comuna  architecture  mexico  mexicodf  marianaordóñezgrajales  participation  participatory  rural  autonomy  empowerment  self-sufficiency 
7 weeks ago by robertogreco
College students think they learn less with an effective teaching method | Ars Technica
"One of the things that's amenable to scientific study is how we communicate information about science. Science education should, in theory at least, produce a scientifically literate public and prepare those most interested in the topic for advanced studies in their chosen field. That clearly hasn't worked out, so people have subjected science education itself to the scientific method.

What they've found is that an approach called active learning (also called active instruction) consistently produces the best results. This involves pushing students to work through problems and reason things out as an inherent part of the learning process.

Even though the science on that is clear, most college professors have remained committed to approaching class time as a lecture. In fact, a large number of instructors who try active learning end up going back to the standard lecture, and one of the reasons they cite is that the students prefer it that way. This sounds a bit like excuse making, so a group of instructors decided to test this belief using physics students. And it turns out professors weren't making an excuse. Even as understanding improved with active learning, the students felt they got more out of a traditional lecture."

...

"Explanations abound
So why is an extremely effective way of teaching so unpopular? The researchers come up with a number of potential explanations. One is simply that active learning is hard. "Students in the actively taught groups had to struggle with their peers through difficult physics problems that they initially did not know how to solve," the authors acknowledge. That's a big contrast with the standard lecture which, being the standard, is familiar to the students. A talented instructor can also make their lecture material feel like it's a straight-forward, coherent packet of information. This can lead students to over-rate their familiarity with the topic.

The other issue the authors suggest may be going on here is conceptually similar to the Dunning-Kruger effect, where people who don't understand a topic are unable to accurately evaluate how much they knew. Consistent with this, the researchers identified the students with the strongest backgrounds in physics, finding that they tended to be more accurate in assessing what they got out of each class.

Whatever the cause, it's not ideal to have students dislike the most effective method of teaching them. So, the authors suggest that professors who are considering adopting active learning take the time to prepare a little lecture on it. The researchers prepared one that described the active learning process and provided some evidence of its effectiveness. The introduction acknowledged the evidence described above—namely, that the students might not feel like they were getting as much out of the class.

In part thanks to this short addition to the class, by the end of the semester, 65% of the students reported feeling positive toward active learning. That's still not exactly overwhelming enthusiasm, but it might be enough to keep instructors from giving up on an extremely effective teaching technique."
learning  perception  education  pedagogy  teaching  howweteach  howwelearn  deschooling  unschooling  lcproject  openstudioproject  sfsh  tcsnmy  cv  stem  lectures  activelearning  2019  science  participatory  participation  conversation  progressive 
9 weeks ago by robertogreco
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS
"Despite active learning being recognized as a superior method of instruction in the classroom, a major recent survey found that most college STEM instructors still choose traditional teaching methods. This article addresses the long-standing question of why students and faculty remain resistant to active learning. Comparing passive lectures with active learning using a randomized experimental approach and identical course materials, we find that students in the active classroom learn more, but they feel like they learn less. We show that this negative correlation is caused in part by the increased cognitive effort required during active learning. Faculty who adopt active learning are encouraged to intervene and address this misperception, and we describe a successful example of such an intervention."
learning  perception  education  pedagogy  teaching  howweteach  howwelearn  deschooling  unschooling  lcproject  openstudioproject  sfsh  tcsnmy  cv  stem  lectures  activelearning  2019  science  participatory  participation  conversation  progressive 
9 weeks ago by robertogreco
Citizen Curators: An Experiment in Cultural Democracy - Museum-iD
Participating museums are responsible for their own recruitment of volunteers and so far this has been a mix of new and existing volunteers. What has been a challenge is responding to the misconception that taking part in the Citizen Curators programme is somehow not volunteering. By investing in the curatorial learning of volunteers museums not only gain a new set of voices and people that have taken an interest in their collections — and in some cases become passionate champions of them — they are supporting a pathway into museum work which is in direct response to calls from national agencies such as Arts Council England’s Character Matters report. Through projects and interventions taking place at the museum, as outreach or online, the Citizen Curators are acting as ambassadors for the museum and its knowledge, as well as adding capacity to their ability to research and interpret collections.
participation  Museums  GLAM 
10 weeks ago by miaridge
GovLab City Challenges: Public Participation
City Challenges is a process to help cities and their communities
collaborate to develop innovative and implementable solutions to pressing
urban problems. This particular challenge is for public participation; and
soliciting ideas from residents to solve urban challenges. May be
Participation 
10 weeks ago by Julienne
David Gooblar on Twitter: "I want to urge you to read @rtraister's extraordinary piece on Elizabeth Warren as a professor. If you, like me, are very interested in both the future of this country and the discipline of teaching and learning, it’s more tha
[via: https://hewn.substack.com/p/hewn-no-316 ]

“I want to urge you to read @rtraister’s extraordinary piece on Elizabeth Warren as a professor. If you, like me, are very interested in both the future of this country and the discipline of teaching and learning, it’s more than worth your time.
https://www.thecut.com/2019/08/elizabeth-warren-teacher-presidential-candidate.html

Traister’s argument: although one might think Warren’s professorial manner might be a liability on the campaign trail, she’s actually a *really good* teacher, and the way that she’s a good teacher might be the key to her success, both as a candidate, and as a political leader.

The way teaching is talked about here—by Warren, but also by Traister—gets to the heart of what it means to be an inclusive teacher, and (to me) draws a thicker line between teaching for social justice and plain old political action for social justice.

For instance: Warren, as a law school prof, relied on the Socratic method in her classes. The Socratic method means different things to different people, but in a law-school context, it usually means the relentless grilling of students, one at a time, to reveal their weaknesses.

There are a lot of problems with this mode of teaching, like: what are all the other students supposed to be doing while the one unlucky sap is being questioned?

Traister refers to “the seeming paradox of a woman known as a bold political progressive adhering to an old-fashioned, rule-bound approach to teaching.” But it’s not a paradox, because the way Warren conceives of the Socratic method is actually deeply progressive.

She worried that “traditional” discussion, in which the professor only calls on those students who raise their hands, inevitably reinforced privilege. “The reason I never took volunteers,” Warren tells Traister, “is when you take volunteers, you’re going to hear mostly from men.”

Instead, she adopted a cold-calling approach that made sure as many students were involved in each class period as possible. Here, Traister quotes one of Warren’s TAs, whose sole job during class was to keep track of who had spoken, and who hadn’t yet.

[image: “In this position, Ondersma remembered, she had one job: to make sure everyone got called on equally. “The whole idea was that she wanted everybody in the classroom to participate.” Ondersma would sit with the class list and check off every student who’d gotten a cold-call question. Then, in the last ten minutes of the class, “I’d hand her a notecard with the names of all the students she’d not yet called on,” and Warren would try to get to them all.”]

(A few years ago I wrote about cold-calling as a way to invite students into discussions. It’s a weird thing: it feels old-fashioned and authoritarian to many of us, but it can actually help ensure your discussions are more democratic.)

In line with that emphasis on reaching everybody, whenever a student would come to office hours before an exam with a question, Warren would ask the student to write the question down, so she could send it (and her answer) to every student.

Traister quotes one of Warren’s students: “it was very important to her that people were not going to have any structural advantage because they were the kind of person who knew to come to talk to a professor in office hours.” What a great idea!

I often tell faculty that teaching is much more defined by their mindset than by whatever teaching strategies they adopt. From what this piece tells us, it’s clear that Warren gets that, and that her mindset is the right one.

Look at how she talks about teaching:

[images:

““That’s the heart of really great teaching,” she said. “It’s that I believe in you. I don’t get up and teach to show how smart I am. I get up and teach to show how smart you are, to help you have the power and the tools so that you can build what you want to build.””

"But she explained to him the thinking behind hers: 90 minutes, she said, is a long time to sit and be talked to. The Socratic classroom as she handled it forced everyone in it to pay close attention not only to what she was saying but also to what their fellow students were saying. She was not the leader of conversation; she was facilitating it, prompting the students to do the work of building to the analysis.

It’s a pedagogical approach that Warren sees as linking all of her experiences of teaching. “It’s fundamentally about figuring out where the student is and how far can I bring them from where they are.”"]

Her approach to teaching begins with students, with thinking about the students’ experience, with consciously altering her approach so that as many students as possible can get as valuable an experience as possible. That is, at heart, an inclusive teaching practice.

But maybe even cooler is the way in which Traister goes beyond showing what a great teacher Warren was. She connects Warren’s pedagogical approach with her political one, in a way that really gets me thinking about the role of teaching and learning in our public life.

We often talk about politics in terms of communication—how well a certain candidate is getting her ideas across to potential voters—but the task is more complex than that typical lens suggests. It’s less communication than it is persuasion—persuading people to act.

Persuading people to vote for you, yes. But also persuading people that they are capable of action. Persuading people that they have agency, that they can do more than they currently think they can.

If you want to succeed at this kind of persuasion, you’d be wise to learn from the scholarship of teaching and learning, which is precisely concerned with these questions. How do we help other people do things—for themselves?

If learning is the work of students—if we can’t *make* students learn—then how do we help them do that work? What conditions can we create that make that work more likely to happen? That is the teacher’s task.

Likewise, if real political change is the work of citizens—many, many citizens changing the political reality, not a single politician—then how do we create the conditions in which that work is more likely to happen? That, Warren suggests, is the political leader’s task.

Elizabeth Warren can’t make us do the work of banding together to defeat corruption, inequality, injustice. But maybe she can use inclusive teaching methods to help us come to the conclusion—on our own—that such action is necessary, and possible. That is a wild sentence to type.

Traister does great work drawing parallels between Warren’s teaching practice and her campaign tactics. She quotes Warren talking about the challenge of teaching people about her proposed wealth tax, and why it’s not so radical:

[image: "When she was first doing town halls, after proposing a wealth tax, she said, “I’d look at the faces and think, I don’t think everybody is connecting. It’s not quite gelling. So I tried a couple of different ways, and then it hit me. I’d say, ‘Anybody in here own a home or grow up where a family owned a home?’ A lot of hands would go up. And I’d say, ‘You’ve been paying a wealth tax forever. It’s just called a property tax. So I just want to do a property tax; only here, instead of just being on your home, for bazillionaires, I want it to be on the stock portfolio, the diamonds, the Rembrandt, and the yachts.’ And everyone kind of laughs, but they get the basic principle because they’ve got a place to build from.”"]

Elsewhere, Traister brilliantly points out that Warren’s habit of calling individual donors on the phone—regular people who gave $50 or whatever—mirrors her cold-calling in class, ensuring that *more people* are being heard from than the usual men raising their hands.

This is partly because I’m really inspired by Warren in general, but the piece really underlines for me the value of inclusive teaching, the importance of the work teachers do, in helping students remake themselves, and remake their worlds.

Inclusive teaching practices are based on sturdy research on how students learn best. But they follow, 1st of all, from a choice the teacher makes. We must choose to be committed to every student, to put their development first, to be led by them, rather than the other way around

That is, I’m sorry to say it, a political choice. Not because we’re trying to get our students to vote a certain way. But because we help students believe in their own possibility, in their own agency. I happen to think it’s hugely important.

Anyway, I should probably have just written this as an essay (and I don’t want to quote/screenshot from it any more)—go read the piece! https://www.thecut.com/2019/08/elizabeth-warren-teacher-presidential-candidate.html

Oh, and the companion episode of The Cut on Tuesdays (one of the best podcasts going, by the way), is delightful. You get to hear Warren herself talk about teaching, including a truly excellent rubber band metaphor that I’m going to use in workshops.
https://cms.megaphone.fm/channel/thecut?selected=GLT3342909803

Also also: [image of Elizabeth Warren with her dog]“
davidgooblar  elizabethwarren  teaching  howweteach  politics  elections  2019  2020  learning  howwelearn  education  highered  highereducation  inclusion  inclusivity  rebeccatraister  socraticmethod  instruction  pedagogy  via:audreywatters  cold-calling  lawschool  studentexperience  citizenship  participation  participatory  gender 
august 2019 by robertogreco

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