Coming up this Tuesday…

Calum Watt – A History of Housing in Lincoln

7pm at Mint Lane Involve Centre

A study on the early history on the City of Lincoln’s pioneering efforts to bring social housing to the masses, the efforts of working people to win for themselves a “home with a bathtub” and the enduring quality of planning and architecture in the early 20th century that stands as an example for modern housing projects today.

Recent events at SSC

Tuesday 30th January

Money, Wealth and a Society of Abundance with Prof. Mike Neary

In this talk, based on Karl Marx’s theory of Capital, Mike Neary explored the social life of money and how it has come to establish itself as the predominant social force. A part of this exploration is to reveal its real nature: as capitalist money, through an account of the significance of labour for capitalist society. Mike suggested another from of society where money and labour are not dominant, grounded in the satisfaction of needs and capacities: a society of abundance.

Reading:
http://www.grundrisse.net/english-articles/Read_Capital_The_First_Sentence.htm

 

Tuesday 13th February

What is neoliberalism, and why does it matter? with Bradley Allsop

Neoliberalism- we’ve all heard it used, often with contempt, but what does it actually mean? How is it different to that other often-used, rarely-understood word: liberalism? And why does it matter, anyway?

We talked about the neoliberal project, how, from the 70’s onwards, it has radically changed society, economics and politics, with its full-frontal assault on the ideas of collectivism, social solidarity and state provision, what this means for our own lived experiences and what we can do about it. Issues raised included mental health, schools and education, and democracy.

Spring term dates and readings

Tuesday 27th February

Housing history of St Giles – Calum

Tuesday 13th March

Details tbc, with Lucy McGinty

Tuesday 27th March

Creating curricula for new alternatives: the EarthCare project with Sarah Amsler

In this session I will share about ongoing work in a project called the ‘EarthCARE Global Justice Framework’ and invite reflection on the kinds of alternative world-making that it offers.

https://blogs.ubc.ca/earthcare/

“The EarthCARE Global Justice framework emerged out of an international R&D network of eco-social learning initiatives that seek to integrate ecological, cognitive, affective, relational, and economic (EarthCARE) approaches to local and global justice. This framework is intended to push the boundaries of prevailing approaches to global change and related definitions of ‘global citizenship’, ‘development’, ‘success’, and ‘sustainability’ beyond problematic patters of simplistic analyses and engagements well documented in research (see ‘HEADS UP’ tool). The framework aims to support the design of deep learning processes that can enable CARE-ful learners to think, relate and work together differently to alleviate the effects and transform root causes of unprecedented global challenges.

[…]

“The EarthCARE framework proposes a vision of deep transformational learning processes that combine practical doing (together), the building of trust (in one another), deepening analyses (of self, systems, and social and ecological complexity), and dismantling walls (between peoples, knowledges, and cultures). In this vision, intellectual engagements, the arts, ethics, cosmovisions, the environment, and embodied practices are all understood as important conduits for learning.”

[…]

“The EarthCARE global justice framework is unique as it combines six complementary approaches to justice that encourage ‘alternative approaches to engagement with alternatives’, moving beyond the search for universal models and problem-solving approaches towards preparing people to work together with and through the complexities, uncertainties, paradoxes, and complicities that characterize efforts to address unprecedented global challenges collaboratively today.”

Tuesday 10th April

Emergent Learning with Laura Stratford

Tuesday 24th April

The Greatest Threat to the Internal Security of the USA: The Black Panther Free Breakfast for Children Program with Sunny Dhillon

Reading: https://www.marxists.org/history/usa/workers/black-panthers/index.htm

This link to to a brief overview of the Panthers on the open access Marxists.org., as well as their Ten-Point Program: https://www.marxists.org/history/usa/workers/black-panthers/1966/10/15.htm.

This Tuesday at SSC

The Problems of Economic Growth – Prof Nigel Curry

Free public lecture, Mint Lane Involve Centre, 7pm

Development polices throughout the world have economic growth as their cornerstone. Many benefits are claimed for such growth, but it can be shown that growth is neither a necessary nor sufficient condition for the achievement of these benefits. Economic growth, rather, can be seen to increase inequalities in both income and wealth, reduce collective marginal utilities (which some economists now call ‘happiness’) and have devastating consequences for the environment. Much of this preoccupation with growth can be seen to serve the ends of political power rather than human welfare.

Public Lecture

Tuesday 5th December, 7pm Involve Centre, Mint Lane

Distress in a city: racism, fundamentalism and a psychosocial imagination

Professor Linden West, Canterbury Christ Church University

The lecture draws on my recent book to explore the diverse problems of a post-industrial city – Stoke, where I was born – taken as representative of many similar communities across the Western world (West, 2016). Using auto/biographical narrative research, I have chronicled the diverse stories people tell, in different ethnic communities, including the stories of those attracted to racist organisations and religious fundamentalism, and even to Jihad. There is also widespread resentment among the white working class at the failures and judgementalism of political, economic and cultural elites, which found expression in support for the BNP, EDL, UKIP, and the vote for Brexit.

The rise of racism in white working class communities, and of Islamophobia, is mirrored by pockets of Islamic fundamentalism in predominantly Muslim communities. Processes of social, cultural and intergenerational fragmentation, and the crisis of multiculturalism, connect with rapid economic decline, a malfunctioning representative democracy, an epidemic of mental illness and the decline of public space, all located within a more individualised, social Darwinist culture. To understand these dynamics requires, I suggest, an interdisciplinary psychosocial imagination, reaching back to the Chicago School of Sociology and forward to a more holistic appreciation of the importance of recognition in human well-being, encompassing intimate, psychological and socio-cultural worlds, and drawing on the insights of psychoanalysis and critical theory.
I will also refer to historical as well as contemporary research (West, 2017) to illuminate where resources of hope lie, which includes the past and potential role of universities in building a more democratised, inclusive and cooperative learning culture.

Readings
West L (2016) Distress in the city: racism, fundamentalism and democratic education.
London: Trentham
West, L. (2017) Resisting the enormous condescension of posterity: Richard Henry Tawney, Raymond Williams and the long struggle for a democratic education. International Journal of Lifelong Education. Special issue, The Learning Adult. 36, 1 &2, 129-144.

Other references
Honneth, A. (2009) Pathologies of reason: on the legacy of critical theory. New York: Columbia University Press.
Rose, J. (2010) The Intellectual Life of the British Working Classes. 2nd Edn. New York: Yale University Press.

Professor Linden West works at Canterbury Christ Church University, and is a Visiting Professor at the University of Milano-Bicocca. He is the author of many books and articles, derived from auto/biographical narrative enquiry, and using an interdisciplinary psychosocial theoretical framing. The books include Distress in the city: racism, fundamentalism and a democratic education; Doctors on the edge: healing and learning in the inner city; and Beyond Fragments, adults, motivation and higher education, a biographical analysis. He co-authored Using biographical methods in social research with Barbara Merrill and co-edited Psychoanalysis and Education, Minding a Gap, with Alan Bainbridge. He jointly co-ordinates a European Life History and Biography Research Network and is a registered psychoanalytical psychotherapist.