Hi Robin,
there are an increasing number of options both at undergrad and
postgrad levels that offer strong negotiable mixtures of practice and
'contextualisation'. Practice is increasingly being seen as a tool
for challenging the orthodoxies of 'theory' on many courses in both
sciences and humanities. The old days of the guru teacher are
hopefully gone and the days of the lookalike practitioner / student
relationship are odious and will pass. The last thing a teacher
should do is to try to get their students to make work like their
own. T'aint teaching, 'tis cloning. Fight for your practice to be
considered at all levels of academic achievement as assessable and
countable for institutional research points and so forth. Make
practice your forward moving weapon, if you like, against the
sometimes dull impact of merely pedagogically (i don't use that
merely in any other intention than as contextual limitation) oriented
theory. Not that i don't take the pedagogical context very seriously;
as one who gritted my teeth throughout my education (from about aged
10 onwards) and felt it was a process of getting to understand how
the enemy works. Pedagogy interests me therefore and you might
realize that it is, somewhat akin to poetry, about mobilizing
imagination within constraints and requires a negotiable
transparency. Those who experience it as rote would do well to
challenge the boundaries of both their chosen discipline and their
kinship institution.
love and love
cris
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