critical pedagogy in Constant 2016


ndotheque::a
radiated
book/
un
livre
irradiant/
een
irradiërend
boek

P.2

P.3

Index
• Mondotheque::a radiated book/un livre irradiant/een
irradiërend boek
◦ Property:Person (agents + actors)
◦ EN Introduction
◦ FR Préface
◦ NL Inleiding
• Embedded hierarchies
◦ FR+NL+EN A radiating interview/Un entrevue irradiant/Een irradiërend gesprek
◦ EN Amateur Librarian - A Course in Critical Pedagogy TOMISLAV MEDAK &
MARCELL MARS (Public Library project)
◦ FR Bibliothécaire amateur - un cours de pédagogie critique TOMISLAV MEDAK
& MARCELL MARS







EN

A bag but is language nothing of words MICHAEL MURTAUGH
A Book of the Web DUSAN BAROK
EN
The Indexalist MATTHEW FULLER
NL
De Indexalist MATTHEW FULLER
FR
Une lecture-écriture du livre sur le livre ALEXIA DE VISSCHER
EN


rm of
copyright. It conjures up the amateur librarians’ practice of sharing books/catalogues as a
relevant challenge against the convergence of that crisis, deadlock and copyright regime.
To understand the political and technological assumptions and further develop the strategies
that lie behind the counteractions of amateur librarians, we propose a curriculum that is
indebted to a tradition of critical pedagogy. Critical pedagogy is a productive and theoretical
practice rejecting an understanding of educational process that reduces it to a technique of
imparting knowledge and a neutral mode of knowledge acquisition. Rather, it sees the
pedagogy as a broader “struggle over knowledge, desire, values, social relations, and, most
important, modes of political agency”, “drawing attention to questions regarding who has
con


from developmental subordination to subaltern disobedience
◦ uneven development &
political strategies
◦ strategies of the
developed v strategies
of the
underdeveloped : open
access v piracy
• from property to commons
◦ from property to
commons
◦ copyright, scientific
publishing, open
access
◦ shadow libraries,
piracy,
custodians.online
• from collection to collective action
critical pedagogy &
education
◦ archive, activation &
collective action

MODULE 3: ABSTRACTIONS IN ACTION
• from linear to computational
◦ library &
epistemology:
catalogue, search,
discovery, reference
◦ print book v e-book:
page, margin, spine
• from central to distributed
◦ deep librarianship &
amateur librarians

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◦ network infrastructure
(s)/topologies (ruling
class studies)
• from


s://

en.wikipedia.org/w/index.php?
title=Society_for_the_Diffusion_of_Useful_Knowledge&oldid=668644340.

5. Richard Johnson, “Really Useful Knowledge,” in CCCS Selected Working Papers: Volume 1, 1 edition, vol. 1 (London u.a.:
Routledge, 2014), 755.
6. Ibid., 752.
7. http://calibre-ebook.com/
8. https://www.memoryoftheworld.org/blog/2014/10/28/calibre-lets-share-books/
9. Henry A. Giroux, On Critical Pedagogy (Bloomsbury Academic, 2011), 5.

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Bibliothécaire
amateur
- un
cours de
pédagogie
critique
Tomislav Medak & Marcell Mars (Public Library project)

Proposition de programme d'études de bibliothécaire amateur développé à
travers les activités et les exigences du projet Public Library. Prenant pour
base la généalogie historique de la bibliothèque publique en tant qu'institution


mmet de son intensité en matière de
pédagogie critique : elle nous invite à formuler et à narrer
plus précisément sa pratique à travers un processus
partagé de découverte.
UN PROGRAMME

Une bibliothèque publique, c'est :
• un libre accès aux livres pour tous les membres de la
société,
• un catalogue de bibliothèque,
• un bibliothécaire.

From Amateur

Librarian - A
Course in Critical Pedagogy:
No industry in the present
demonstrates more the asymmetries of
control over the conditions of
production of knowledge than the
academic publishing. The denial of
access to outrageously expensive
academic publications for many
universities, particularly in the Global
South, stands in stark contrast to the
super-profits that a small number of
commercial publishers draws from the
free labour of sci


.wikipedia.org/w/index.php?
title=Society_for_the_Diffusion_of_Useful_Knowledge&oldid=668644340.

5. 5. Richard Johnson, « Really Useful Knowledge, » dans CCCS Selected Working Papers: Volume 1, 1 édition, vol. 1
(Londres u.a. : Routledge, 2014), 755.
6. Ibid., 752.
7. http://calibre-ebook.com/
8. https://www.memoryoftheworld.org/blog/2014/10/28/calibre-lets-share-books/
9. Henry A. Giroux, On Critical Pedagogy (Bloomsbury Academic, 2011), 5.

A bag
but is
language
nothing
of words
(language is nothing but a bag of words)
MICHAEL MURTAUGH

In text indexing and other machine reading applications the term "bag of
words" is frequently used to underscore how processing algorithms often
represent text using a data structure (word histograms or weighted vectors)
where the original order of the words in senten


are all libraries, each containing a single 'book' whose pages are URLs with
timestamps and geostamps in the form of IP address. Google, GCHQ, JStor, Elsevier –
each maintains its own searchable corpus of texts. The decisions about who, to which
sections and under which conditions is to be admitted are
From Amateur Librarian - A Course
informed by a mix of copyright laws, corporate agendas,
in Critical Pedagogy:
management hierarchies, and national security issues.
As books became more easily massVarious sets of these conditions that are at work in a
produced, the commercial
subscription libraries catering to the
particular library, also redefine the notion of publishing
better-off parts of society blossomed.
and of the publication, and in turn the notion of public.
This brought the class aspect of the
C


critical pedagogy in Graziano, Mars & Medak 2019


litics enmeshed in this new media object. Our argument

7

‘#StandingRockSyllabus’, NYC Stands with Standing Rock, 11 October 2016, https://
nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.

118

STATE MACHINES

is that, on the one hand, #Syllabus names the problem of contemporary political culture as pedagogical in nature, while, on the other hand, it also exposes academicized
critical pedagogy and intellectuality as insufficiently political in their relation to lived
social reality. Situating our own stakes as both activists and academics in the present
debate, we explore some ways in which the radical politics of #Syllabus could be supported to grow and develop as an articulation of solidarity between amateur librarians
and radical educators.
#Syllabus in Historical Context: Social Mov


bjectivation and the
building of collective consciousness. Activists and militant organizers have time and
again created and used various textual media objects—such as handouts, pamphlets,
cookbooks, readers, or manifestos—to facilitate a shared political analysis and foment
mass political mobilization.
In the context of the US, anti-racist movements have historically placed great emphasis on critical pedagogy and self-education. In 1964, the Council of Federated Organizations (an alliance of civil rights initiatives) and the Student Nonviolent
Coordinating Committee (SNCC), created a network of 41 temporary alternative
schools in Mississippi. Recently, the Freedom Library Project, a campaign born out
of #FergusonSyllabus to finance under-resourced pedagogical initiatives, openly
referenced this as a so


y in relation to the contemporary political context in which it
emerged. The #Syllabus acknowledges that since the 70s—and also due to students’
participation in protests and their display of solidarity with other political movements—
subjects such as Marxist critical theory, women studies, gender studies, and African
American studies, together with some of the principles first developed in critical pedagogy, have become integrated into the educational system. The fact that many initiators of #Syllabus initiatives are women and Black academics speaks to this historical
shift as an achievement of that period of struggles. However, the very necessity felt by
these educators to kick-start their #Syllabus campaigns outside the confines of academia simultaneously reveals the difficulties they encounter wit


ggles have produced a new media object: #Syllabus, a crowdsourced list
of resources—historic and present—relevant to a cause. By doing so, these struggles
adapt, resist, and live in and against the networks dominated by techno-capital, with
all of the difficulties and contradictions that entails.
What have we learned from the academic syllabus migrating online?
In the contemporary university, critical pedagogy is clashing head-on with the digitization of higher education. Education that should empower and research that should
emancipate are increasingly left out in the cold due to the data-driven marketization
of academia, short-cutting the goals of teaching and research to satisfy the fluctuating demands of labor market and financial speculation. Resistance against the capture of data, research workflo


critical pedagogy in Mars & Medak 2019


ecisions urgent’ (Ravetz, 2003: 75). On that view, libraries and
universities as social infrastructures, provide a chance for retardation and
slowdown, and a capacity for collective disobedience. Against the radicalizing
exclusions of property and labor market, they can lower insecurities and
disobediently demand universal access to knowledge and education, a mass
intellectuality and autonomous critical pedagogy that increasingly seems a thing
of the past. Against the imposition to translate quality into metrics and capture
short-term values through assessment, they can resist the game of simulation.
While the playful simulation of reality was a thing in 1967, in 2017 it is no
longer. Libraries and universities can stop faking ‘innovativity’, ‘efficiency’ and
‘utility’.

article | 361



Custo


sm can be recuperated for the present
through the gestures of disobedience, deceleration and demands for
inclusiveness. Ubu already hints toward such recuperation on three coordinates:
1) practiced opposition to the regime of intellectual property, 2) transformative
use of old technologies, and 3) a promise of universal access to knowledge and
education, helping to foster mass intellectuality and critical pedagogy.
The first Custodians.online letter was drafted to voice the need for a collective
disobedience. Standing up openly in public for the illegal acts of piracy, which
are, however, made legitimate by the fact that students, academics and
researchers across the world massively contribute and resort to pirate repositories
of scholarly texts, holds the potential to overturn the noxious pattern of court


critical pedagogy in Mars & Medak 2017


ll books are free, living in the
world transforms into living with the world – so The Public Library project is also
essentially anti-capitalist. This brings us to the intersections between critical
pedagogy of Paulo Freire, Peter McLaren, Henry Giroux, and others – and the
hacker culture of Richard Stallman, Linus Torvalds, Steven Lévy, and others. In
spite of various similarities, however, critical pedagogy and hacker culture disagree
on some important points.
With its deep roots in Marxism, critical theory always insists on class analysis.
Yet, imbued in the Californian ideology (Barbrook and Cameron, 1996), the hacker
culture is predominantly individualist. How do you go about the tension between
individualism and collectivism in The Public Library project? How do you balance
these forces in your o

 

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