際際滷shows by User: josswinn / http://www.slideshare.net/images/logo.gif 際際滷shows by User: josswinn / Fri, 01 May 2020 17:02:53 GMT 際際滷Share feed for 際際滷shows by User: josswinn How do luthiers learn their craft and teach their tradition? /slideshow/how-do-luthiers-learn-their-craft-and-teach-their-tradition/233011531 josswinn-luthierie-hggs-200501170253
How do luthiers learn their craft? All of the luthiers at the Holy Grail Guitar Show had to learn to make their first guitar but what are the sources of guitar-making knowledge and how are the practical skills learned? For the last two years, Joss has been researching how guitar-makers learn and teach their craft. At the HGSS, he will discuss the results of a survey of guitar-makers from across Europe, focusing on their education, training and experience. He will also talk about what he has found from interviews with over 30 guitar-makers and his on-going study of guitar-making at Newark College, UK. In doing so, he will refer to the efforts of amateurs and DIY culture in the 1950s, the later development of college courses, and the professionalisation of guitar-making since the 1970s. Dr Joss Winn is a Snr. Lecturer in the School of Education, University of Lincoln, UK. He also makes nylon-string guitars in his spare time. http://josswinn.org/tag/lutherie ]]>
How do luthiers learn their craft? All of the luthiers at the Holy Grail Guitar Show had to learn to make their first guitar but what are the sources of guitar-making knowledge and how are the practical skills learned? For the last two years, Joss has been researching how guitar-makers learn and teach their craft. At the HGSS, he will discuss the results of a survey of guitar-makers from across Europe, focusing on their education, training and experience. He will also talk about what he has found from interviews with over 30 guitar-makers and his on-going study of guitar-making at Newark College, UK. In doing so, he will refer to the efforts of amateurs and DIY culture in the 1950s, the later development of college courses, and the professionalisation of guitar-making since the 1970s. Dr Joss Winn is a Snr. Lecturer in the School of Education, University of Lincoln, UK. He also makes nylon-string guitars in his spare time. http://josswinn.org/tag/lutherie ]]> Fri, 01 May 2020 17:02:53 GMT /slideshow/how-do-luthiers-learn-their-craft-and-teach-their-tradition/233011531 josswinn@slideshare.net(josswinn) How do luthiers learn their craft and teach their tradition? josswinn How do luthiers learn their craft? All of the luthiers at the Holy Grail Guitar Show had to learn to make their first guitar but what are the sources of guitar-making knowledge and how are the practical skills learned? For the last two years, Joss has been researching how guitar-makers learn and teach their craft. At the HGSS, he will discuss the results of a survey of guitar-makers from across Europe, focusing on their education, training and experience. He will also talk about what he has found from interviews with over 30 guitar-makers and his on-going study of guitar-making at Newark College, UK. In doing so, he will refer to the efforts of amateurs and DIY culture in the 1950s, the later development of college courses, and the professionalisation of guitar-making since the 1970s. Dr Joss Winn is a Snr. Lecturer in the School of Education, University of Lincoln, UK. He also makes nylon-string guitars in his spare time. http://josswinn.org/tag/lutherie <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/josswinn-luthierie-hggs-200501170253-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> How do luthiers learn their craft? All of the luthiers at the Holy Grail Guitar Show had to learn to make their first guitar but what are the sources of guitar-making knowledge and how are the practical skills learned? For the last two years, Joss has been researching how guitar-makers learn and teach their craft. At the HGSS, he will discuss the results of a survey of guitar-makers from across Europe, focusing on their education, training and experience. He will also talk about what he has found from interviews with over 30 guitar-makers and his on-going study of guitar-making at Newark College, UK. In doing so, he will refer to the efforts of amateurs and DIY culture in the 1950s, the later development of college courses, and the professionalisation of guitar-making since the 1970s. Dr Joss Winn is a Snr. Lecturer in the School of Education, University of Lincoln, UK. He also makes nylon-string guitars in his spare time. http://josswinn.org/tag/lutherie
How do luthiers learn their craft and teach their tradition? from Joss Winn
]]> 2300 0 https://cdn.slidesharecdn.com/ss_thumbnails/josswinn-luthierie-hggs-200501170253-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 From research student to academic: thinking about and preparing for academic work /slideshow/from-research-student-to-academic-thinking-about-and-preparing-for-academic-work/54327137 becominganacademic-151024071845-lva1-app6892
Preparing for academic life (or not). See also: http://josswinn.org/2015/07/from-research-student-to-academic-thinking-about-and-preparing-for-academic-work/ ]]>
Preparing for academic life (or not). See also: http://josswinn.org/2015/07/from-research-student-to-academic-thinking-about-and-preparing-for-academic-work/ ]]> Sat, 24 Oct 2015 07:18:45 GMT /slideshow/from-research-student-to-academic-thinking-about-and-preparing-for-academic-work/54327137 josswinn@slideshare.net(josswinn) From research student to academic: thinking about and preparing for academic work josswinn Preparing for academic life (or not). See also: http://josswinn.org/2015/07/from-research-student-to-academic-thinking-about-and-preparing-for-academic-work/ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/becominganacademic-151024071845-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Preparing for academic life (or not). See also: http://josswinn.org/2015/07/from-research-student-to-academic-thinking-about-and-preparing-for-academic-work/
From research student to academic: thinking about and preparing for academic work from Joss Winn
]]> 630 4 https://cdn.slidesharecdn.com/ss_thumbnails/becominganacademic-151024071845-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Communes, Commonism and Co-ops: Rethinking the university as a hackerspace /josswinn/communes-commonism-and-co-ops communescommonismandco-ops-150716163020-lva1-app6891
My abstract for the British HCI conference 2015 at the University of Lincoln. I'm on the 'HCI, politics and activism' panel. In this talk I reflect on the history of hacking and its origins in the 'commune' of the academy (Winn, 2013). I then discuss the role of Copyleft licenses (Stallman, 2010) as "the practical manifestation of a social structure" (Weber, 2004, 85; Winn, 2015); a form of administration for the production of 'commonism' (Dyer-Witheford, 2007; Neary and Winn, 2012). Finally, I argue that the emerging form of 'open co-operative' can be understood as a latent material response to Stallman's original predicament when Venture Capitalism took over his 'Garden of Eden': mutual ownership and control of knowledge production. Significantly, the "crucial innovation" for an emerging form of 'open co-operative' (Bauwens, 2014) is a further adaptation of Copyleft called Commons-Based Reciprocity Licenses, or 'Copyfarleft' (Kleiner, 2007), thereby uniting co-operative legal structures with subversive licensing contracts. To what extent can we reconstitute higher education and the idea of the university along the lines of an open co-operative, so that academic science can continue to contribute to the common good? (Winn, 2015) All Power to the Communes!]]>
My abstract for the British HCI conference 2015 at the University of Lincoln. I'm on the 'HCI, politics and activism' panel. In this talk I reflect on the history of hacking and its origins in the 'commune' of the academy (Winn, 2013). I then discuss the role of Copyleft licenses (Stallman, 2010) as "the practical manifestation of a social structure" (Weber, 2004, 85; Winn, 2015); a form of administration for the production of 'commonism' (Dyer-Witheford, 2007; Neary and Winn, 2012). Finally, I argue that the emerging form of 'open co-operative' can be understood as a latent material response to Stallman's original predicament when Venture Capitalism took over his 'Garden of Eden': mutual ownership and control of knowledge production. Significantly, the "crucial innovation" for an emerging form of 'open co-operative' (Bauwens, 2014) is a further adaptation of Copyleft called Commons-Based Reciprocity Licenses, or 'Copyfarleft' (Kleiner, 2007), thereby uniting co-operative legal structures with subversive licensing contracts. To what extent can we reconstitute higher education and the idea of the university along the lines of an open co-operative, so that academic science can continue to contribute to the common good? (Winn, 2015) All Power to the Communes!]]> Thu, 16 Jul 2015 16:30:20 GMT /josswinn/communes-commonism-and-co-ops josswinn@slideshare.net(josswinn) Communes, Commonism and Co-ops: Rethinking the university as a hackerspace josswinn My abstract for the British HCI conference 2015 at the University of Lincoln. I'm on the 'HCI, politics and activism' panel. In this talk I reflect on the history of hacking and its origins in the 'commune' of the academy (Winn, 2013). I then discuss the role of Copyleft licenses (Stallman, 2010) as "the practical manifestation of a social structure" (Weber, 2004, 85; Winn, 2015); a form of administration for the production of 'commonism' (Dyer-Witheford, 2007; Neary and Winn, 2012). Finally, I argue that the emerging form of 'open co-operative' can be understood as a latent material response to Stallman's original predicament when Venture Capitalism took over his 'Garden of Eden': mutual ownership and control of knowledge production. Significantly, the "crucial innovation" for an emerging form of 'open co-operative' (Bauwens, 2014) is a further adaptation of Copyleft called Commons-Based Reciprocity Licenses, or 'Copyfarleft' (Kleiner, 2007), thereby uniting co-operative legal structures with subversive licensing contracts. To what extent can we reconstitute higher education and the idea of the university along the lines of an open co-operative, so that academic science can continue to contribute to the common good? (Winn, 2015) All Power to the Communes! <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/communescommonismandco-ops-150716163020-lva1-app6891-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> My abstract for the British HCI conference 2015 at the University of Lincoln. I&#39;m on the &#39;HCI, politics and activism&#39; panel. In this talk I reflect on the history of hacking and its origins in the &#39;commune&#39; of the academy (Winn, 2013). I then discuss the role of Copyleft licenses (Stallman, 2010) as &quot;the practical manifestation of a social structure&quot; (Weber, 2004, 85; Winn, 2015); a form of administration for the production of &#39;commonism&#39; (Dyer-Witheford, 2007; Neary and Winn, 2012). Finally, I argue that the emerging form of &#39;open co-operative&#39; can be understood as a latent material response to Stallman&#39;s original predicament when Venture Capitalism took over his &#39;Garden of Eden&#39;: mutual ownership and control of knowledge production. Significantly, the &quot;crucial innovation&quot; for an emerging form of &#39;open co-operative&#39; (Bauwens, 2014) is a further adaptation of Copyleft called Commons-Based Reciprocity Licenses, or &#39;Copyfarleft&#39; (Kleiner, 2007), thereby uniting co-operative legal structures with subversive licensing contracts. To what extent can we reconstitute higher education and the idea of the university along the lines of an open co-operative, so that academic science can continue to contribute to the common good? (Winn, 2015) All Power to the Communes!
Communes, Commonism and Co-ops: Rethinking the university as a hackerspace from Joss Winn
]]> 924 4 https://cdn.slidesharecdn.com/ss_thumbnails/communescommonismandco-ops-150716163020-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 A Contribution to the Critique of the Political Economy of Academic Labour /slideshow/academic-identities-conf-presentation/36718377 academicidentitiesconfpresentation-140707151945-phpapp02
際際滷s for the Academic Identities conference, 8-9th July, 2014. In this paper we analyse academic labour using categories developed by Marx in his critique of political economy. In doing so, we return to Marx to help understand the work of academics as productive living labour subsumed by the capitalist mode of production. In elaborating our own position, we are critical of two common approaches to the study of academic labour, especially as they emerge from inside analyses of 'virtual labour' or 'digital work' (Fuchs and Sevignani, 2013; Newfield, 2010; Roggero, 2011). First, we are critical of efforts to define the nature of our work as immaterial labour (Hardt and Negri, 2000; Peters and Bulut, 2011; Scholtz, 2013) and argue that this category is an unhelpful and unnecessary diversion from the analytical power of Marxs social theory and method. The discourse around immaterial labour raised by the Autonomist or Operaismo tradition is thought-provoking, but ultimately adds little to a critical theory of commodity production as the basis of capitalist social relations (Postone, 1993; Sohn-Rethel, 1978). In fact they tend to overstate network-centrism and its concomitant disconnection from the hierarchical, globalised forces of production that shape our objective social reality (Robinson, 2004). Second, we are cautious of an approach which focuses on the digital content of academic labour (Noble, 2002; Weller, 2012) to the neglect of both its form and the organising principles under which it is subsumed (Camfield, 2007). Understandably, academics have a tendency to reify their own labour such that it becomes something that they struggle for, rather than against. However, repeatedly adopting this approach can only lead to a sense of helplessness (Postone, 2006). If, rather, we focus our critique on the form and organising principles of labour, we find that it shares the same general qualities whether it is academic or not. Thus, it is revealed as commodity-producing, with both concrete and abstract forms. By remaining focused on the form of labour, rather than its content, we can only critique it rather than reify it. This then has implications for our understanding of the relationships between academics and virtual work, the ways in which technologies are used to organise academic labour digitally, and struggles to overcome such labour. It is our approach to conceive of academic labour in both its concrete and abstract forms and in relation to a range of techniques and technologies. The purpose of this is to unite all workers in solidarity against labour (Krisis-Group, 1999), rather than against each other in a competitive labour market. http://josswinn.org/2014/02/a-contribution-to-the-critique-of-the-political-economy-of-academic-labour/ ]]>
際際滷s for the Academic Identities conference, 8-9th July, 2014. In this paper we analyse academic labour using categories developed by Marx in his critique of political economy. In doing so, we return to Marx to help understand the work of academics as productive living labour subsumed by the capitalist mode of production. In elaborating our own position, we are critical of two common approaches to the study of academic labour, especially as they emerge from inside analyses of 'virtual labour' or 'digital work' (Fuchs and Sevignani, 2013; Newfield, 2010; Roggero, 2011). First, we are critical of efforts to define the nature of our work as immaterial labour (Hardt and Negri, 2000; Peters and Bulut, 2011; Scholtz, 2013) and argue that this category is an unhelpful and unnecessary diversion from the analytical power of Marxs social theory and method. The discourse around immaterial labour raised by the Autonomist or Operaismo tradition is thought-provoking, but ultimately adds little to a critical theory of commodity production as the basis of capitalist social relations (Postone, 1993; Sohn-Rethel, 1978). In fact they tend to overstate network-centrism and its concomitant disconnection from the hierarchical, globalised forces of production that shape our objective social reality (Robinson, 2004). Second, we are cautious of an approach which focuses on the digital content of academic labour (Noble, 2002; Weller, 2012) to the neglect of both its form and the organising principles under which it is subsumed (Camfield, 2007). Understandably, academics have a tendency to reify their own labour such that it becomes something that they struggle for, rather than against. However, repeatedly adopting this approach can only lead to a sense of helplessness (Postone, 2006). If, rather, we focus our critique on the form and organising principles of labour, we find that it shares the same general qualities whether it is academic or not. Thus, it is revealed as commodity-producing, with both concrete and abstract forms. By remaining focused on the form of labour, rather than its content, we can only critique it rather than reify it. This then has implications for our understanding of the relationships between academics and virtual work, the ways in which technologies are used to organise academic labour digitally, and struggles to overcome such labour. It is our approach to conceive of academic labour in both its concrete and abstract forms and in relation to a range of techniques and technologies. The purpose of this is to unite all workers in solidarity against labour (Krisis-Group, 1999), rather than against each other in a competitive labour market. http://josswinn.org/2014/02/a-contribution-to-the-critique-of-the-political-economy-of-academic-labour/ ]]> Mon, 07 Jul 2014 15:19:45 GMT /slideshow/academic-identities-conf-presentation/36718377 josswinn@slideshare.net(josswinn) A Contribution to the Critique of the Political Economy of Academic Labour josswinn 際際滷s for the Academic Identities conference, 8-9th July, 2014. In this paper we analyse academic labour using categories developed by Marx in his critique of political economy. In doing so, we return to Marx to help understand the work of academics as productive living labour subsumed by the capitalist mode of production. In elaborating our own position, we are critical of two common approaches to the study of academic labour, especially as they emerge from inside analyses of 'virtual labour' or 'digital work' (Fuchs and Sevignani, 2013; Newfield, 2010; Roggero, 2011). First, we are critical of efforts to define the nature of our work as immaterial labour (Hardt and Negri, 2000; Peters and Bulut, 2011; Scholtz, 2013) and argue that this category is an unhelpful and unnecessary diversion from the analytical power of Marxs social theory and method. The discourse around immaterial labour raised by the Autonomist or Operaismo tradition is thought-provoking, but ultimately adds little to a critical theory of commodity production as the basis of capitalist social relations (Postone, 1993; Sohn-Rethel, 1978). In fact they tend to overstate network-centrism and its concomitant disconnection from the hierarchical, globalised forces of production that shape our objective social reality (Robinson, 2004). Second, we are cautious of an approach which focuses on the digital content of academic labour (Noble, 2002; Weller, 2012) to the neglect of both its form and the organising principles under which it is subsumed (Camfield, 2007). Understandably, academics have a tendency to reify their own labour such that it becomes something that they struggle for, rather than against. However, repeatedly adopting this approach can only lead to a sense of helplessness (Postone, 2006). If, rather, we focus our critique on the form and organising principles of labour, we find that it shares the same general qualities whether it is academic or not. Thus, it is revealed as commodity-producing, with both concrete and abstract forms. By remaining focused on the form of labour, rather than its content, we can only critique it rather than reify it. This then has implications for our understanding of the relationships between academics and virtual work, the ways in which technologies are used to organise academic labour digitally, and struggles to overcome such labour. It is our approach to conceive of academic labour in both its concrete and abstract forms and in relation to a range of techniques and technologies. The purpose of this is to unite all workers in solidarity against labour (Krisis-Group, 1999), rather than against each other in a competitive labour market. http://josswinn.org/2014/02/a-contribution-to-the-critique-of-the-political-economy-of-academic-labour/ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/academicidentitiesconfpresentation-140707151945-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s for the Academic Identities conference, 8-9th July, 2014. In this paper we analyse academic labour using categories developed by Marx in his critique of political economy. In doing so, we return to Marx to help understand the work of academics as productive living labour subsumed by the capitalist mode of production. In elaborating our own position, we are critical of two common approaches to the study of academic labour, especially as they emerge from inside analyses of &#39;virtual labour&#39; or &#39;digital work&#39; (Fuchs and Sevignani, 2013; Newfield, 2010; Roggero, 2011). First, we are critical of efforts to define the nature of our work as immaterial labour (Hardt and Negri, 2000; Peters and Bulut, 2011; Scholtz, 2013) and argue that this category is an unhelpful and unnecessary diversion from the analytical power of Marxs social theory and method. The discourse around immaterial labour raised by the Autonomist or Operaismo tradition is thought-provoking, but ultimately adds little to a critical theory of commodity production as the basis of capitalist social relations (Postone, 1993; Sohn-Rethel, 1978). In fact they tend to overstate network-centrism and its concomitant disconnection from the hierarchical, globalised forces of production that shape our objective social reality (Robinson, 2004). Second, we are cautious of an approach which focuses on the digital content of academic labour (Noble, 2002; Weller, 2012) to the neglect of both its form and the organising principles under which it is subsumed (Camfield, 2007). Understandably, academics have a tendency to reify their own labour such that it becomes something that they struggle for, rather than against. However, repeatedly adopting this approach can only lead to a sense of helplessness (Postone, 2006). If, rather, we focus our critique on the form and organising principles of labour, we find that it shares the same general qualities whether it is academic or not. Thus, it is revealed as commodity-producing, with both concrete and abstract forms. By remaining focused on the form of labour, rather than its content, we can only critique it rather than reify it. This then has implications for our understanding of the relationships between academics and virtual work, the ways in which technologies are used to organise academic labour digitally, and struggles to overcome such labour. It is our approach to conceive of academic labour in both its concrete and abstract forms and in relation to a range of techniques and technologies. The purpose of this is to unite all workers in solidarity against labour (Krisis-Group, 1999), rather than against each other in a competitive labour market. http://josswinn.org/2014/02/a-contribution-to-the-critique-of-the-political-economy-of-academic-labour/
A Contribution to the Critique of the Political Economy of Academic Labour from Joss Winn
]]> 1373 2 https://cdn.slidesharecdn.com/ss_thumbnails/academicidentitiesconfpresentation-140707151945-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Co-operative University: Labour, Property and Pedagogy /slideshow/joss-winn-gal2014/36201268 josswinn-gal2014-140623102752-phpapp01
際際滷s for a conference paper: http://eprints.lincoln.ac.uk/14342/ We are witnessing an assault on universities (Bailey and Freedman, 2011) and the future of higher education and its institutions is being gambled. (McGettigan, 2013) For many years now, we have been warned that our institutions are in ruins (Readings, 1997). We campaign for the public university (Holmwood, 2011) but in the knowledge that we work for private corporations, where academic labour is increasingly subject to the regulation of performative technologies (Ball, 2003) and where the means of knowledge production is being consolidated under the control of an executive. We want the cops off our campus but lack a form of institutional governance that gives teachers and students a right to the university. (Bhandar, 2013) Outside the university, there is an institutional form that attempts to address issues of ownership and control over the means of production and constitute a radical form of democracy among those involved. Worker co-operatives are a form of producer co- operative constituted on the values of autonomy, democracy, equality, equity and solidarity. In most cases the assets (the means of production) of the co-operative are held under common ownership, a social form of property that goes beyond the distinction between private and public. I begin this paper by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education. I then focus in particular on the worker co-operative organisational form and discuss its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic theory of Student as Producer.]]>
際際滷s for a conference paper: http://eprints.lincoln.ac.uk/14342/ We are witnessing an assault on universities (Bailey and Freedman, 2011) and the future of higher education and its institutions is being gambled. (McGettigan, 2013) For many years now, we have been warned that our institutions are in ruins (Readings, 1997). We campaign for the public university (Holmwood, 2011) but in the knowledge that we work for private corporations, where academic labour is increasingly subject to the regulation of performative technologies (Ball, 2003) and where the means of knowledge production is being consolidated under the control of an executive. We want the cops off our campus but lack a form of institutional governance that gives teachers and students a right to the university. (Bhandar, 2013) Outside the university, there is an institutional form that attempts to address issues of ownership and control over the means of production and constitute a radical form of democracy among those involved. Worker co-operatives are a form of producer co- operative constituted on the values of autonomy, democracy, equality, equity and solidarity. In most cases the assets (the means of production) of the co-operative are held under common ownership, a social form of property that goes beyond the distinction between private and public. I begin this paper by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education. I then focus in particular on the worker co-operative organisational form and discuss its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic theory of Student as Producer.]]> Mon, 23 Jun 2014 10:27:51 GMT /slideshow/joss-winn-gal2014/36201268 josswinn@slideshare.net(josswinn) The Co-operative University: Labour, Property and Pedagogy josswinn 際際滷s for a conference paper: http://eprints.lincoln.ac.uk/14342/ We are witnessing an assault on universities (Bailey and Freedman, 2011) and the future of higher education and its institutions is being gambled. (McGettigan, 2013) For many years now, we have been warned that our institutions are in ruins (Readings, 1997). We campaign for the public university (Holmwood, 2011) but in the knowledge that we work for private corporations, where academic labour is increasingly subject to the regulation of performative technologies (Ball, 2003) and where the means of knowledge production is being consolidated under the control of an executive. We want the cops off our campus but lack a form of institutional governance that gives teachers and students a right to the university. (Bhandar, 2013) Outside the university, there is an institutional form that attempts to address issues of ownership and control over the means of production and constitute a radical form of democracy among those involved. Worker co-operatives are a form of producer co- operative constituted on the values of autonomy, democracy, equality, equity and solidarity. In most cases the assets (the means of production) of the co-operative are held under common ownership, a social form of property that goes beyond the distinction between private and public. I begin this paper by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education. I then focus in particular on the worker co-operative organisational form and discuss its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic theory of Student as Producer. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/josswinn-gal2014-140623102752-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s for a conference paper: http://eprints.lincoln.ac.uk/14342/ We are witnessing an assault on universities (Bailey and Freedman, 2011) and the future of higher education and its institutions is being gambled. (McGettigan, 2013) For many years now, we have been warned that our institutions are in ruins (Readings, 1997). We campaign for the public university (Holmwood, 2011) but in the knowledge that we work for private corporations, where academic labour is increasingly subject to the regulation of performative technologies (Ball, 2003) and where the means of knowledge production is being consolidated under the control of an executive. We want the cops off our campus but lack a form of institutional governance that gives teachers and students a right to the university. (Bhandar, 2013) Outside the university, there is an institutional form that attempts to address issues of ownership and control over the means of production and constitute a radical form of democracy among those involved. Worker co-operatives are a form of producer co- operative constituted on the values of autonomy, democracy, equality, equity and solidarity. In most cases the assets (the means of production) of the co-operative are held under common ownership, a social form of property that goes beyond the distinction between private and public. I begin this paper by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education. I then focus in particular on the worker co-operative organisational form and discuss its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic theory of Student as Producer.
The Co-operative University: Labour, Property and Pedagogy from Joss Winn
]]> 936 2 https://cdn.slidesharecdn.com/ss_thumbnails/josswinn-gal2014-140623102752-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 For a co-operative university? /slideshow/for-a-cooperative-university/33635327 dpr14-140417032506-phpapp02
際際滷s for a discussion at DPR14 conference: http://josswinn.org/?p=4914 ]]>
際際滷s for a discussion at DPR14 conference: http://josswinn.org/?p=4914 ]]> Thu, 17 Apr 2014 03:25:06 GMT /slideshow/for-a-cooperative-university/33635327 josswinn@slideshare.net(josswinn) For a co-operative university? josswinn 際際滷s for a discussion at DPR14 conference: http://josswinn.org/?p=4914 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/dpr14-140417032506-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s for a discussion at DPR14 conference: http://josswinn.org/?p=4914
For a co-operative university? from Joss Winn
]]> 449 3 https://cdn.slidesharecdn.com/ss_thumbnails/dpr14-140417032506-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The university as a hackerspace v2 March 2014 /slideshow/the-university-as-a-hackerspace-v2-march-2014/32498665 theuniversityasahackerspacev2march2014-140319120033-phpapp01
際際滷s presented to staff at the University of Lincoln, 19th March 2014. ]]>
際際滷s presented to staff at the University of Lincoln, 19th March 2014. ]]> Wed, 19 Mar 2014 12:00:33 GMT /slideshow/the-university-as-a-hackerspace-v2-march-2014/32498665 josswinn@slideshare.net(josswinn) The university as a hackerspace v2 March 2014 josswinn 際際滷s presented to staff at the University of Lincoln, 19th March 2014. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theuniversityasahackerspacev2march2014-140319120033-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s presented to staff at the University of Lincoln, 19th March 2014.
The university as a hackerspace v2 March 2014 from Joss Winn
]]> 1019 2 https://cdn.slidesharecdn.com/ss_thumbnails/theuniversityasahackerspacev2march2014-140319120033-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 'The university as a hackerspace' /slideshow/the-university-as-a-hackerspace/31884087 jiscdigitalfestival2014-140304043333-phpapp01
際際滷s for my talk at the Jisc Digital Festival #digifest14]]>
際際滷s for my talk at the Jisc Digital Festival #digifest14]]> Tue, 04 Mar 2014 04:33:33 GMT /slideshow/the-university-as-a-hackerspace/31884087 josswinn@slideshare.net(josswinn) 'The university as a hackerspace' josswinn 際際滷s for my talk at the Jisc Digital Festival #digifest14 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jiscdigitalfestival2014-140304043333-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s for my talk at the Jisc Digital Festival #digifest14
'The university as a hackerspace' from Joss Winn
]]> 435 2 https://cdn.slidesharecdn.com/ss_thumbnails/jiscdigitalfestival2014-140304043333-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Open Data and the Academy: An Evaluation of CKAN for Research Data Management /slideshow/joss-winn-ckan4rdm/22608234 josswinn-ckan4rdm-130607092935-phpapp02
際際滷s to accompany a conference paper on the use of CKAN for Research Data Management. See http://orbital.blogs.lincoln.ac.uk/?p=1060 for more information.]]>
際際滷s to accompany a conference paper on the use of CKAN for Research Data Management. See http://orbital.blogs.lincoln.ac.uk/?p=1060 for more information.]]> Fri, 07 Jun 2013 09:29:35 GMT /slideshow/joss-winn-ckan4rdm/22608234 josswinn@slideshare.net(josswinn) Open Data and the Academy: An Evaluation of CKAN for Research Data Management josswinn 際際滷s to accompany a conference paper on the use of CKAN for Research Data Management. See http://orbital.blogs.lincoln.ac.uk/?p=1060 for more information. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/josswinn-ckan4rdm-130607092935-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s to accompany a conference paper on the use of CKAN for Research Data Management. See http://orbital.blogs.lincoln.ac.uk/?p=1060 for more information.
Open Data and the Academy: An Evaluation of CKAN for Research Data Management from Joss Winn
]]> 16148 4 https://cdn.slidesharecdn.com/ss_thumbnails/josswinn-ckan4rdm-130607092935-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 CKAN for RDM workshop /slideshow/ckan-for-rdm-workshop/16601231 ckanforrdmworkshop-130218060559-phpapp02
際際滷s for an initial requirements gathering exercise for the use of CKAN to manage research data.]]>
際際滷s for an initial requirements gathering exercise for the use of CKAN to manage research data.]]> Mon, 18 Feb 2013 06:05:58 GMT /slideshow/ckan-for-rdm-workshop/16601231 josswinn@slideshare.net(josswinn) CKAN for RDM workshop josswinn 際際滷s for an initial requirements gathering exercise for the use of CKAN to manage research data. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ckanforrdmworkshop-130218060559-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s for an initial requirements gathering exercise for the use of CKAN to manage research data.
CKAN for RDM workshop from Joss Winn
]]> 1083 2 https://cdn.slidesharecdn.com/ss_thumbnails/ckanforrdmworkshop-130218060559-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Using CKAN as a data store /slideshow/using-ckan-as-a-data-store/14866218 usingckanasadatastore-121024082102-phpapp01
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]]> Wed, 24 Oct 2012 08:21:00 GMT /slideshow/using-ckan-as-a-data-store/14866218 josswinn@slideshare.net(josswinn) Using CKAN as a data store josswinn <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/usingckanasadatastore-121024082102-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Using CKAN as a data store from Joss Winn
]]> 655 2 https://cdn.slidesharecdn.com/ss_thumbnails/usingckanasadatastore-121024082102-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 An API-first approach. Integrating ckan with RDM services /slideshow/an-apifirst-approach-integrating-ckan-with-rdm-services/14866210 anapi-firstapproach-integratingckanwithrdmservices-121024082025-phpapp01
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]]> Wed, 24 Oct 2012 08:20:23 GMT /slideshow/an-apifirst-approach-integrating-ckan-with-rdm-services/14866210 josswinn@slideshare.net(josswinn) An API-first approach. Integrating ckan with RDM services josswinn <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/anapi-firstapproach-integratingckanwithrdmservices-121024082025-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
An API-first approach. Integrating ckan with RDM services from Joss Winn
]]> 550 2 https://cdn.slidesharecdn.com/ss_thumbnails/anapi-firstapproach-integratingckanwithrdmservices-121024082025-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Art of Reconstruction /josswinn/the-art-of-reconstruction 112501-110721151508-phpapp01
An Arts and Humanities Research Council funded project Lincoln School of Art and Design Faculty of Art, Architecture and Design University of Lincoln Lincoln, United Kingdom]]>
An Arts and Humanities Research Council funded project Lincoln School of Art and Design Faculty of Art, Architecture and Design University of Lincoln Lincoln, United Kingdom]]> Thu, 21 Jul 2011 15:15:01 GMT /josswinn/the-art-of-reconstruction josswinn@slideshare.net(josswinn) The Art of Reconstruction josswinn An Arts and Humanities Research Council funded project Lincoln School of Art and Design Faculty of Art, Architecture and Design University of Lincoln Lincoln, United Kingdom <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/112501-110721151508-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> An Arts and Humanities Research Council funded project Lincoln School of Art and Design Faculty of Art, Architecture and Design University of Lincoln Lincoln, United Kingdom
The Art of Reconstruction from Joss Winn
]]> 581 2 https://cdn.slidesharecdn.com/ss_thumbnails/112501-110721151508-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Art of Reconstrcution workshop /slideshow/the-art-of-reconstrcution-workshop/8656744 unilreconstructionboardshioptimised-110721151432-phpapp02
The Art of Reconstruction workshop was held in February 2011 and was attended by 12 consultant surgeons from a plastic surgery or general breast surgery background.The 3 day workshop was split into taught modules investigating shape, form, spatial relationships, contour and negative spaces.]]>
The Art of Reconstruction workshop was held in February 2011 and was attended by 12 consultant surgeons from a plastic surgery or general breast surgery background.The 3 day workshop was split into taught modules investigating shape, form, spatial relationships, contour and negative spaces.]]> Thu, 21 Jul 2011 15:14:30 GMT /slideshow/the-art-of-reconstrcution-workshop/8656744 josswinn@slideshare.net(josswinn) The Art of Reconstrcution workshop josswinn The Art of Reconstruction workshop was held in February 2011 and was attended by 12 consultant surgeons from a plastic surgery or general breast surgery background.The 3 day workshop was split into taught modules investigating shape, form, spatial relationships, contour and negative spaces. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/unilreconstructionboardshioptimised-110721151432-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The Art of Reconstruction workshop was held in February 2011 and was attended by 12 consultant surgeons from a plastic surgery or general breast surgery background.The 3 day workshop was split into taught modules investigating shape, form, spatial relationships, contour and negative spaces.
The Art of Reconstrcution workshop from Joss Winn
]]> 623 1 https://cdn.slidesharecdn.com/ss_thumbnails/unilreconstructionboardshioptimised-110721151432-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds document White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Open Education and Sustainability /slideshow/open-education-and-sustainability/4815196 oersustainability-100722070728-phpapp01
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]]> Thu, 22 Jul 2010 07:07:13 GMT /slideshow/open-education-and-sustainability/4815196 josswinn@slideshare.net(josswinn) Open Education and Sustainability josswinn <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/oersustainability-100722070728-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Open Education and Sustainability from Joss Winn
]]> 400 1 https://cdn.slidesharecdn.com/ss_thumbnails/oersustainability-100722070728-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 WordPress: Beyond Blogging /slideshow/wordpress-4738003/4738003 iwmw10-100712155312-phpapp01
My slides for the IWMW 2010 conference, Sheffield, July 13th 2010. I discuss the use of WordPress in the context of my work at the University of Lincoln.]]>
My slides for the IWMW 2010 conference, Sheffield, July 13th 2010. I discuss the use of WordPress in the context of my work at the University of Lincoln.]]> Mon, 12 Jul 2010 15:53:01 GMT /slideshow/wordpress-4738003/4738003 josswinn@slideshare.net(josswinn) WordPress: Beyond Blogging josswinn My slides for the IWMW 2010 conference, Sheffield, July 13th 2010. I discuss the use of WordPress in the context of my work at the University of Lincoln. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iwmw10-100712155312-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> My slides for the IWMW 2010 conference, Sheffield, July 13th 2010. I discuss the use of WordPress in the context of my work at the University of Lincoln.
WordPress: Beyond Blogging from Joss Winn
]]> 1252 3 https://cdn.slidesharecdn.com/ss_thumbnails/iwmw10-100712155312-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 DUALL Presentation. Energy, efficiencies and emissions. /slideshow/duall/4525253 greenictpresentation-100617065508-phpapp02
A presentation for the DUALL project at De Montfort University, UK. Notes are available from slide 23 onwards. ]]>
A presentation for the DUALL project at De Montfort University, UK. Notes are available from slide 23 onwards. ]]> Thu, 17 Jun 2010 06:55:02 GMT /slideshow/duall/4525253 josswinn@slideshare.net(josswinn) DUALL Presentation. Energy, efficiencies and emissions. josswinn A presentation for the DUALL project at De Montfort University, UK. Notes are available from slide 23 onwards. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/greenictpresentation-100617065508-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A presentation for the DUALL project at De Montfort University, UK. Notes are available from slide 23 onwards.
DUALL Presentation. Energy, efficiencies and emissions. from Joss Winn
]]> 342 2 https://cdn.slidesharecdn.com/ss_thumbnails/greenictpresentation-100617065508-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Chemistryfm /slideshow/chemistryfm/3736098 chemistryfm-100415092717-phpapp02
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]]> Thu, 15 Apr 2010 09:27:09 GMT /slideshow/chemistryfm/3736098 josswinn@slideshare.net(josswinn) Chemistryfm josswinn <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/chemistryfm-100415092717-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Chemistryfm from Joss Winn
]]> 851 2 https://cdn.slidesharecdn.com/ss_thumbnails/chemistryfm-100415092717-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Virtual Research Environments /slideshow/virtual-research-environments/3455457 vre-100317082907-phpapp02
Just a few slides I put together to quickly introduce the idea of Virtual Research Environments (VRE) at the University of Lincoln. All content was borrowed from JISC's work on VREs.]]>
Just a few slides I put together to quickly introduce the idea of Virtual Research Environments (VRE) at the University of Lincoln. All content was borrowed from JISC's work on VREs.]]> Wed, 17 Mar 2010 08:28:22 GMT /slideshow/virtual-research-environments/3455457 josswinn@slideshare.net(josswinn) Virtual Research Environments josswinn Just a few slides I put together to quickly introduce the idea of Virtual Research Environments (VRE) at the University of Lincoln. All content was borrowed from JISC's work on VREs. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/vre-100317082907-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Just a few slides I put together to quickly introduce the idea of Virtual Research Environments (VRE) at the University of Lincoln. All content was borrowed from JISC&#39;s work on VREs.
Virtual Research Environments from Joss Winn
]]> 355 2 https://cdn.slidesharecdn.com/ss_thumbnails/vre-100317082907-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 JISC Greening ICT Keynote Presentation /slideshow/jisc-greening-ict-keynote-presentation/3282016 greenictpresentation-100226021115-phpapp02
My slides for JISC's Greening ICT Programme Meeting. There are notes from slide 26 onwards. See: http://www.jisc.ac.uk/fundingopportunities/funding_calls/2009/09/0909greenict.aspx And more at: http://joss.blogs.lincoln.ac.uk/tag/resilienteducation/]]>
My slides for JISC's Greening ICT Programme Meeting. There are notes from slide 26 onwards. See: http://www.jisc.ac.uk/fundingopportunities/funding_calls/2009/09/0909greenict.aspx And more at: http://joss.blogs.lincoln.ac.uk/tag/resilienteducation/]]> Fri, 26 Feb 2010 02:11:13 GMT /slideshow/jisc-greening-ict-keynote-presentation/3282016 josswinn@slideshare.net(josswinn) JISC Greening ICT Keynote Presentation josswinn My slides for JISC's Greening ICT Programme Meeting. There are notes from slide 26 onwards. See: http://www.jisc.ac.uk/fundingopportunities/funding_calls/2009/09/0909greenict.aspx And more at: http://joss.blogs.lincoln.ac.uk/tag/resilienteducation/ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/greenictpresentation-100226021115-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> My slides for JISC&#39;s Greening ICT Programme Meeting. There are notes from slide 26 onwards. See: http://www.jisc.ac.uk/fundingopportunities/funding_calls/2009/09/0909greenict.aspx And more at: http://joss.blogs.lincoln.ac.uk/tag/resilienteducation/
JISC Greening ICT Keynote Presentation from Joss Winn
]]> 409 2 https://cdn.slidesharecdn.com/ss_thumbnails/greenictpresentation-100226021115-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-josswinn-48x48.jpg?cb=1588352416 joss.blogs.lincoln.ac.uk https://cdn.slidesharecdn.com/ss_thumbnails/josswinn-luthierie-hggs-200501170253-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/how-do-luthiers-learn-their-craft-and-teach-their-tradition/233011531 How do luthiers learn ... https://cdn.slidesharecdn.com/ss_thumbnails/becominganacademic-151024071845-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/from-research-student-to-academic-thinking-about-and-preparing-for-academic-work/54327137 From research student ... https://cdn.slidesharecdn.com/ss_thumbnails/communescommonismandco-ops-150716163020-lva1-app6891-thumbnail.jpg?width=320&height=320&fit=bounds josswinn/communes-commonism-and-co-ops Communes, Commonism an...