Voice, Inclusion, Exclusion and Privilege workshop

Voice, Inclusion, Exclusion and Privilege

Saturday, 30th June 2012, 10am – 12pm
Pathways Centre, Beaumont Fee, Lincoln

At our last meeting, we agreed that it would be useful to run a workshop exploring issues of voice, inclusion/exclusion and privilege before the official meeting to discuss curriculum on June 30th at Croft Street Community Centre.

Details of the workshop are below. You are welcome to arrive from 9.30am to have coffee/tea. There are three suggested readings for the session. If you plan to participate, it would be good to try and read at least one.

Jean Bridgeman, ‘Wise women in community: building on everyday radical feminism for social change’

Sara Motta, ‘Who cares?’

The third essay, by Wallace Heim, was attached in an email. If you have other readings that you think would be relevant, please bring them to share on the day.

Please let us know if you would need childcare in order to attend the workshop. If you are not planning to participate but can support childcare on the day then please let me know.

Inspiration from the Body Politic

This session is taken from The Body Politic course (facilitated by Sara Motta and Rebecca Beinart) that takes the body as a starting point for thinking about power, politics, art and activism, looking at the relationship between internal and external worlds.

‘The ear’

Who is heard/not heard? Why? How do we create community and spaces of inclusion and meaningful communication?

Listening to ourselves, others, the past Spaces for communication and listening This workshop will explore issues such as voice, inclusion, participation, privilege etc. We will use creative exercises, theory, storytelling and discussion to expand on the themes we’re exploring. This is an opportunity to reflect on your own position and experiences and share ideas, fears and inspiration with a small group, moving between personal experience and wider questions. The workshop is designed to draw on the wisdom of the group, question notions of what ‘theory’ means and who creates it, and expand the possibilities for our practices of democratic and participatory education.

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