Apparently it’s satire.
via the MeCCSA mailing list
Punkademics
Edited by Zack Furness
PDF available freely online (http://www.minorcompositions.info/?p=436).
The basement show in the ivory tower…
In the thirty years since Dick Hebdige published Subculture: The Meaning of Style, the seemingly antithetical worlds of punk rock and academia have converged in some rather interesting, if not peculiar, ways. A once marginal subculture documented in homemade ‘zines and three chord songs has become fodder for dozens of scholarly articles, books, PhD dissertations, and conversations amongst well-mannered conference panelists. At the same time, the academic ranks have been increasingly infiltrated by professors and graduate students whose educations began not in the classroom, but in the lyric sheets of 7” records and the cramped confines of all-ages shows.
Punkademics explores these varied intersections by giving voice to some of the people who arguably best understand the odd bedfellows of punk and academia. In addition to being one of the first edited collections of scholarly work on punk, it is a timely book that features original essays, interviews, and select reprints from notable writers, musicians, visual artists, and emerging talents who actively cut & paste the boundaries between punk culture, politics, and higher education.
Contributors: Milo J. Aukerman, Maria Elena Buszek, Zack Furness,
Alastair Gordon, Ross Haenfler, Curry Malott, Dylan AT Miner, Ryan
Moore, Tavia Nyong’o, Mimi Thi Nguyen, Alan O’Connor, Waleed Rashidi,
Helen L. Reddington, Stevphen Shukaitis, Michael Siciliano, Rubén
Ortiz-Torres, Estrella Torrez, Daniel S. Traber, and Brian Tucker.
“The worlds of punk and academia are deliberately dichotomous: the ‘cred’ of the former become ‘certified credentials’ when you enter the latter. This important exploration of the space between the two is weird, uncomfortable, and fraught with mistakes. And we don’t give a fuck if you don’t like it.” – Anne Elizabeth Moore, author of Unmarketable: Brandalism, Copyfighting, Mocketing and the Erosion of Integrity and former editor, Punk Planet
“Zack Furness and his nerdy bunch impressively reveal how the alternative tentacles of youthful rebellion are infiltrating and disrupting the predictable routines of the academy.” – Craig O’Hara,author of The Philosophy of Punk: More than Noise UK release event June 7th in Brighton:
http://www.facebook.com/events/387680207937772/
Book information site: http://www.punkademics.com/
Released by Minor Compositions, Wivenhoe / Brooklyn / Port Watson Minor Compositions is a series of interventions & provocations drawing from autonomous politics, avant-garde aesthetics, and the revolutions of everyday life.
Minor Compositions is an imprint of Autonomedia
www.minorcompositions.info |minorcompositions@gmail.com
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(via the Cultural Studies CultStud-L Mailing list @ http://comm.umn.edu/~grodman/cultstud/)
Ahoy.
Link: http://www.pirateuniversity.org
The Pirate University is a new on-line service for students and scholars who search for certain (academic) articles which are unavailable in their own institutes’ library. Users post well described notices of the academic material searched for, for example journal articles, publications. Other users, persons with (privileged) access to the material requested, reply by sharing the requested resource with a few mouse clicks. The service relies on the willingness of students with access to well-stocked libraries to regularly look up articles and share them with less privileged students from around the globe. Please forward this link announcement to other relevant academic networks.
A “feel good” not-so-serious approach to digital humanism?
“Grand Old Party” is a data visualization project. It is also a set of butt plugs.”
Zombie-Based Learning
Posted: May 14, 2012 in Brains, TeachingTags: zombie geography learning kick-starter
Awesome Kickstater funded project just hit the $5K goal:
Learning Geography skills through a Zombie Apocalypse narrative.
This project is to design a full middle school geography curriculum taught in the context of a Zombie Apocalypse. This project is part text book, part teaching plans, part role playing simulation – all innovative, creative, and engaging learning. With the book and learning materials that are created from this project, teachers and students will be able to learn real world geographic concepts by learning and applying their knowledge to survive in a world overrun by zombies.
The purpose for this project is simple. To create lessons that engage learners and build memorable experiences for their learning to take place, while empowering teachers to tap into student engagement.
Why Zombie-Based Learning is Awesome
What we’re doing here, is teaching how to be a geographer by learning skills needed to survive a zombie apocalypse. Imagine being in a classroom where instead of reading about maps, you’re designing them to show the spread of a zombie outbreak. Instead of reading about the distribution of resources on Earth in a textbook, you are researching available resources to plan your post-outbreak settlement. I’m not just talking about learning where places are or memorizing capitals of states or countries, I’m talking about learning the deeper concepts of geography that geographers actually use. And all in an exciting scenario.”
Slow scholarship, slow theory, and slow pedagogy
Posted: May 12, 2012 in Academy, ResearchTags: slooooow
The most recent edition of the Review of Education, Pedagogy, and Cultural Studies contains Yvonne Hartman and Sandy Darab’s ‘Call for Slow Scholarship’. They argue that
the kind of higher order thinking that is a critical part of the scholarly endeavor requires nurture through the provision of sufficient time, unpressured by other demands. This article examines one case of ‘‘speedy scholarship’’ in an effort to shed light on the phenomenon of time pressure and its effect in the contemporary university. We attempt to explain how this is an artifact both of a certain form of governmentality, as well as a new temporality, operating on a global scale. In so doing, we hope to show how pedagogical practices become a site of contest in an unequal power relation where students are the absent partners and scholarly endeavor is eroded. Such a critique leads us to draw upon the discourse of the slow movement in an attempt to invoke an alternative vision.
