WEEK 13: Position and Positioning (AND REBEL)

REBEL :

UNIT 4 IS A UNIT THAT WILL BE PARALLEL TO UNITS

2 , 3 AND 5

SUBMITION DATE: 14TH OF JANUARY

17 January	Unit Overview
March	Group Meet
April	Personal Tutorials & Workshops	Intensive
October	Personal Tutorials
3rd November	Soft hand in via email	Formative Feedback
w/c 20th November	Personal Tutorials
14th January	Final submission	Moodle 5pm

YOU HAVE TO SUBMIT

1. Evaluative / Reflective report Up to 1,500 words or image/text document or short film<

2. Portfolio of evidence

The Portfolio might include film, photographs, gestures, sketches, performance, sound, writing, memories, objects, artefacts, recipes, and other elements that share your experiences.
The report can be up to 1500 words or image /text document or short film. Or a negotiated viva.

The purpose of the Unit is to enable you to frame experience, work, participation, enquiry, or other activity as a learning.

The focus is on you. What you are curious about, what you might wish to learn, what you do in your work or spare time.

Towards the end of the Unit, you will have decided how to frame your learning experiences through one of three options.

A. Co-operative Practices

B. Analysis and Insights -| THIS ROUTE |-

C. Making and Production -| OR THIS |-

OPTION B: ANALYSIS AND INSIGHTS:

The ‘Co-operative Practices’ theme prioritises competencies and capabilities relating to communication, inter-personal and co-operative skills and behaviors. Your aim is to evidence your learning from group and co-produced endeavors.

CO-OPERATIVE PRACTICES covers processes or production activities through which you contribute to a team/ group endeavor or a shared purpose. Your contributions may be creative, organisational, technological, practical, or intellectual

learning outcomes:

• evidence competencies in relation to participatory practices or shared endeavour through actions, negotiation understanding that respect the needs and perspectives of others. (AC: Process)
• evidence competencies that relate to process of reflection in understanding one’s own role within a collective or community context. (AC: Realisation)

OPTION B: ANALYSIS AND INSIGHTS:

B The ‘Analysis and Insights’ theme prioritises competencies and capabilities that characterise analysis as a process and the ongoing development of critical or practical insight. How do we exchange and embed principles of discourse, positionality, and practices in the realm of philosophical reflection and analysis? Analysis and Insights refers to active enquiry, or the interrogation of knowledge, or data. It may relate to study through; materials, investigation, or survey processes, including experiment or trial that will offer insight beyond the obvious. The theme is concerned with practices of enquiry. How to initiate, exchange and embed principles of discourse, or problem-solving. How to embrace and connect with complexity, intersectionality, multi-dimensionality, and practices in the realm of philosophical or practical reflection.

ANALYSIS AND INSIGHTS refers to active enquiry, or the interrogation of knowledge, or data. It may relate to study through; materials, investigation, or survey processes, including experiment or trial that will offer insight beyond the obvious. The theme is concerned with practices of enquiry. How to initiate, exchange and embed principles of discourse, or problem-solving. How to embrace and connect with complexity, intersectionality, mulit-dimensionality, and practices in the realm of philosophical or practical reflection?

BASICALLY LIKE A RESEARCH QUESTION/ ESSAY.

learning outcomes:

• Evidence critical reflection and testing that facilitates effective consideration of norms, practices, and opinions. (AC: Enquiry)
• Appreciate and evaluate multiple futures or creative solutions in terms of possibility, probability, or desirability. (AC: Realisation)

OPTION C: MAKING AND PRODUCTION

C The ‘Making and Production’ theme is primarily focused on qualities and capacities that characterise successful engagement with and manipulation of materials, resources, and procedures for making and production.

Reflecting on MAKING and PRODUCTION should embrace iterative and discursive approaches to navigating all dimensions of your practice   Assessment is designed to celebrate the student’s pro-active engagement with challenge, opportunity, or collective endeavour, relating to making and production processes.

Reflecting on MAKING and PRODUCTION should embrace iterative and discursive approaches to navigating all dimensions of your practice Assessment is designed to celebrate the student’s pro-active engagement with challenge, opportunity, or collective endeavour, relating to making and production processes.
The core teaching for this unit is concerned with:

• curating your experiences in such a way as to evidence your learning
• developing effective processes of reflection and learning evaluation
• articulating and communicating for others and for enhancing future plans.
  Teaching sessions facilitate and develop practices of reflection, consolidation, and the evidencing of process and impact. You are supported to development a personal learning architecture, the aim of which is to identify, maintain and grow the student’s self-awareness in relation to transversal competencies and capabilities.
  The REBEL competency framework, used as reference for this unit, has been designed in response to existing and recognised frameworks; the European Skills, Competencies, Occupations and Qualifications framework, the UN Education for Sustainable Development Cross-Cutting Competencies, and, at UAL, the Creative Attributes Framework.
  You are responsible for selecting and engaging with experiences that will contribute to your learning. The REBEL units centre on engagement with multiple sources of experience that might include short courses and projects and the possibility of participation in learning activities offered across UAL or with UAL academic and knowledge exchange partners.
  • In developing your reflective practice through your experiences over the duration of the unit, you are asked to consider multiple possible cultural perspectives or technical probabilities through a process of positioning, manipulating and mirroring back your own and others’ practices.

learning outcomes:

• Demonstrate positive resolution in negotiating sustainability values, principles, and goals through the process of making. (AC: Process)
• Evidence ability in producing cultural/artistic responses to context that engage with complexity and inclusivity. (AC: Realisation)

Further information on experience opportunities will be released during the year as they arise.

THINGS YOU CAN CHOOSE TO DO THAT MIGHT HELP:

• Doing a short course
• Your own passion projects
• Something you have already done
• Deep dive into some research, knowledge, or learning new skills
• Your lived experience
• Intercultural learning exchanges
• Joining / volunteering

IDEA: a personal exhibition of my work maybe? WRITE ABOUT WHAT ITS LIKE TO EXHIBIT YOUR WORK.

MAZEPSE LEFTA TO BOOK A SPACE?

ORGANISE AND TAKE PART IN A PLACE WHERE U CAN EXHIBIT YOUR WORK AND CURATE? – EVENT ME PHAIDRA.

WEEK 13: POSITION AND POSITIONALITY

MY PROGRESS:

started the animation for MAYDAY EXHIBITION and fatma’s item.

Attempted to have a video call with yeh nah about my project on her work.

-map (?) no progress.

Brainstormed ideas for UNIT 4: REBEL

LOOK THROUGH THE UNESCO FILES ONCE A WEEK EVERY WEEK!

WHAT IS COGNITIVE MAPPING??

1. Cognitive Mapping Definition: Cognitive mapping is how our brain creates mental maps to understand and remember the layout of spaces.
2. Internal Representation: It’s the mental picture we form in our minds about the arrangement of places, like cities, buildings, or landmarks.
3. Subjective Nature: Each person’s cognitive map is unique and influenced by their experiences, perceptions, and familiarity with a place.
4. Navigation Aid: Cognitive mapping helps individuals navigate and make sense of the world around them.
5. Study Focus: Researchers study cognitive mapping to explore how people perceive, remember, and navigate spaces, shedding light on the psychological aspects of spatial awareness.

WHAT IS COUNTER MAPPING??

1. Definition: Counter-mapping involves creating maps that challenge or offer an alternative view to traditional maps made by authorities.
2. Purpose: It is a form of resistance, empowering marginalized groups or communities to represent their own spatial realities, experiences, and cultural aspects.
3. Unique Elements: Counter-maps often include personal stories, cultural landmarks, and historical information that may be absent in official maps.
4. Advocacy: Used for advocating land rights, documenting cultural heritage, highlighting environmental concerns, or addressing social injustices.
5. Perspective Shift: A way for communities or individuals to say, “Our story and experiences matter, and they’re more than what official maps show.”
6. Inclusivity: Aims to provide a more nuanced and inclusive representation of spaces, emphasizing the importance of diverse knowledge and cultural narratives.
7. Application: Examples include maps drawn by migrants showcasing their journeys or indigenous communities using maps to assert land rights and cultural significance.
8. Ethical Considerations: Acknowledges the importance of ethical considerations alongside technical solutions, particularly in addressing complex issues like migration or environmental changes.

READINGS:

• Andrew Gary Darwin Holmes, ‘Researcher Positionality – A Consideration of Its Influence and Place in Qualitative Research – A New Researcher Guide‘

WHAT IS POSITIONALITY:

Positionality refers to an individual’s or a group’s social and cultural context, which shapes their perspectives, beliefs, and understanding of the world. It recognizes that people’s viewpoints are influenced by factors such as their social identity, cultural background, gender, race, socioeconomic status, and personal experiences.

The term positionality both describes an individual’s world view and the
position they adopt about a research task and its social and political context.

Understanding positionality is crucial, especially in fields such as sociology, anthropology, and critical theory. It emphasizes the idea that individuals bring their unique backgrounds and experiences to their understanding of the world, and this subjectivity should be acknowledged when interpreting information or engaging in discussions. Being aware of one’s positionality is essential for fostering empathy, promoting inclusivity, and navigating diverse perspectives in various social and academic contexts.

Key points about positionality include:

1. Social Context: Positionality emphasizes that one’s social context significantly influences how they perceive and interpret information.
2. Subjectivity: It recognizes that knowledge and perspectives are subjective and can be shaped by personal experiences and cultural background.
3. Impact on Research: In academic research or discussions, understanding positionality is crucial as it helps acknowledge the potential biases and subjectivity that individuals bring to their work.
4. Self-Reflection: Individuals are encouraged to reflect on their own positionality to better understand how their background might influence their perspectives and interpretations.
5. Cultural Sensitivity: Recognizing positionality promotes cultural sensitivity and helps individuals appreciate diverse viewpoints, fostering more inclusive and equitable discussions.

In essence, positionality highlights the importance of recognizing and acknowledging one’s own social and cultural context to foster a more nuanced and respectful understanding of different perspectives.

• MAPPING AND THE SOCIAL IDENTITY MAP: MA Intercultural Practices 23/24/25 – Social Identity Map.pdf – All Documents (sharepoint.com)

the map can aid researchers in explicitly recognizing where they stand in society, promoting accountability in qualitative work. By visually exploring how researchers approach and interpret their work through the map, they may uncover other social forces that shape their research topics. The map is presented as a means to go beyond immediate identities, helping researchers identify and question larger societal forces such as racism, classism, and ageism that impact their work. Overall, the Social Identity Map is described as an effective tool for enhancing the conceptual and visual discussion of positionality in qualitative research.

basically MAPPING OUR SELVES AND PLACING OURSELVES WILL HELP US UNDERSTAND OUR PROCSS PURPOSE AND ROOTS. THE WHY AND THE WHO AND THE WHERE AND THE WHAT.

• The urgency of intersectionality: KIMBERLE CRENSHAW | BOTH TED TALKS.

Discussion on racial and gender inequality.

black women fall thru the cracks of both feminism and anti-racism as a movement.

Intersectionality is taking into consideration all ways that someone can be discriminated against, how they could be excluded from certain movements or included in more than one therefore creating intersectionality.