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PROVOCATIVE PEDAGOGIES: PERFORMATIVE TEACHING AND LEARNING IN THE ARTS

School of Fine & Performing Arts, University of Lincoln, UK 
14 October 2017

 

 

Organisers:

Dr Lee Campbell, Lecturer in Fine Art, University of Lincoln, UK
Lisa Gaughan, Director of Teaching & Learning and Senior Lecturer, University of Lincoln

Keynote: Fred Meller, Senior Lecturer, Performance:  Design & Practice, Central Saint Martins, University of the Arts, London

PROVOCATIVE PEDAGOGIES: PERFORMATIVE TEACHING AND LEARNING IN THE ARTS is an international conference exploring the possibilities of the emerging field of ‘performative pedagogy’ and its potential as useful and applicable to enabling learning across a range of artistic and possibly other disciplines.

We welcome submissions from individuals and groups across all creative disciplines who deploy pedagogic approaches with an emphasis on performativity to drive learning. We invite papers, provocations and practical demonstrations that showcase good practice of making positive usage of performative teaching and learning.

Submitting a proposal:
We welcome proposals for 15-20 minute papers and practical workshops (to last up to 1 hour).

Please use the following format for proposals:
•            Name, institutional affiliation, contact details
•            Title of paper or workshop
•            250-word paper summary (max 1 page A4)
•            50-word contributor biography

Send proposals as a Word doc by email to Dr Lee Campbell, lcampbell@lincoln.ac.uk  and Lisa Gaughan, lgaughan@lincoln.ac.uk

Deadline: Friday 30th June 5pm. Notification of successful applicants: 2nd week of  July 2017

All abstracts will undergo a peer review process to ensure quality and relevance to conference theme and ambition.

 

Notes on organisers and keynote speaker:

Dr Lee Campbell is an artist, curator and academic. His practice plays with the parameters of contemporary art that draw attention to the performative and the participative within an art historical vernacular and seeks to theorise, articulate and demonstrate how we may construct meaning between politics of space and the politics of artist articulated through visual and verbal languages. He is very interested in pedagogical approaches which prioritise performative tactics.

Fred Meller’s research interests lie in the process of making performance as a dialogical design practice. Specifically, how the principles and characteristics of Performance can be used to interrogate, explore and expand the nature of teaching and learning in the subject area.  In particular, she has been researching disruptive pedagogy and relationships of power in teaching and learning and design practice.

Lisa Gaughan is the Director of Teaching and Learning for the School of Fine & Performing Arts University of Lincoln. She has worked at the University of Lincoln for 12 years and taught across a number of Degree Programmes. She has a background in Community Theatre and Student Engagement Initiatives. She recently led a project on Students’ Engagement in Curriculum Design which she will be presenting on at the National HEA Conference in Manchester in July 2017.

 

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‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Volumizer: http://glennrikowski.blogspot.com

By Robert White

 

 

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images (2)AVANT-GARDE PEDAGOGIES

Higher Education and Theory (HEAT) Network

The Institute for Modern and Contemporary Culture, and

The Philosophy of Education Research Centre, University of Winchester  

 

At: University of Westminster, London

309 Regent Street, London , W1B 2HW – View Map

8th and 9th July, 2016

 

CONFERENCE SCHEDULE

To book your seat for the Avant-Garde Pedagogies conference, please follow this link: Book Now!

 

Schedule (tbc)

 

FRIDAY 8TH JULY 2016

1.15pm – Registration (Foyer, 309 Regent Street)

1.30pm – Panel 1 (Room UG04)

–          Michael Kindellan, University of Sheffield, ‘Charles Olson’s pedagogical poetics’

–          Alan Golding, University of Louisville, ‘“Poetic Ambition on the Semester System”: Ezra Pound’s Avant-Gardism and Teaching Institutions’

2.45pm – Break (Room 209)

3.00pm – Panel 2 (Room UG04)

–          Kerstin Stutterheim, Bournemouth University, ‘Die Idee der Methode: Walter Gropius and the Bauhaus pedagogy’

–          Allan Parsons, University of Westminster, ‘You are Here Now: Design is (not) Dasein’

4.15pm – Break (Room 209)

4.30pm – Panel 3 (Room UG04)

–          Emile Bojesen, University of Winchester, tbc

–          Aislinn O’Donnell, Mary Immaculate College, University of Limerick, ‘How Things Teach Us: Experience and Experimentation in Spinoza’

5.45pm – Drinks reception (Foyer, 309 Regent Street)

 

SATURDAY 9TH JULY 2016

10.00am – Registration (Foyer, 309 Regent Street)

10.15am – Panel 4 (Room UG04)

–          Zlatina Nikolova, Royal Holloway, ‘Development of the Self: Women’s education in Bryher’s Early Prose’

–          Maria Teresa Cruz, New University of Libson (NOVA), ‘Avant-garde and Experimentation in the Age of Hyper Industrialization of Culture’

11.30am – Break (Room 209)

11.45am – Panel 5 (Room UG04)

–          Richard Miles, Leeds College of Art, ‘The School of the Damned: Autonomous Art education and the University Struggles’

–          David Blacker, University of Delaware, ‘The formula of inhumanity: moral challenge and neoliberal nihilism’

1.00pm – Lunch

2.00pm – Panel 6 (Room UG04)

–          Hannah Proctor, Birkbeck, University of London, tbc

–          Steven Cranfield, University of Westminster, ‘“Battles for the mind”: military psychiatry and pedagogic innovation in the ‘Cambridge English’ School

3.15pm – Break (Room 209)

3.30pm – Panel 7 (Room UG04)

–          Alys Moody, Macquarie University, ‘Learning with Brecht and Coetzee’

–          Gary Peters, York St John University, ‘The Music Teacher: The Pedagogy(s) of 20th Century Avant-garde Music’

4.45pm – Coffee Break (Room 209)

5.00pm – Panel 8 (Room UG04)

–          Peter Roberts, University of Canterbury, NZ, ‘Doubt, Despair and Education’

–          Closing Remarks

6.15pm – Conference Ends

 

Registration: https://www.eventbrite.co.uk/e/avant-garde-pedagogies-tickets-25238609360

 

***END***

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/

313111_coverMARX, CAPITAL, AND EDUCATION: TOWARDS A CRITICAL PEDAGOGY OF BECOMING

A new book by Curry Stephenson Malott and Derek R. Ford

Published by Peter Lang: New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2015. XX, 165 pp.

Education and Struggle: Narrative, Dialogue and the Political Production of Meaning. Vol. 5

General Editors: Michael Peters and Peter McLaren

Print: ISBN 978-1-4331-3111-0 pb. (Softcover)

Print: ISBN 978-1-4331-3112-7 hb. (Hardcover)

eBook: ISBN 978-1-4539-1602-5

Order Online: http://www.peterlang.ch/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=87064

Outline

With the contradictions of capitalism heightening and intensifying, and with new social movements spreading across the globe, revolutionary transformation is once again on the agenda. For radicals, the most pressing question is: How can we transform ourselves and our world into something else, something just? In Marx, Capital, and Education, Curry Stephenson Malott and Derek R. Ford develop a «critical pedagogy of becoming» that is concerned with precisely this question. The authors boldly investigate the movement toward communism and the essential role that critical pedagogy can play in this transition. Performing a novel and educational reading of Karl Marx and radical theorists and activists, Malott and Ford present a critical understanding of the past and present, of the underlying logics and (often opaque) forces that determine the world-historical moment. Yet Malott and Ford are equally concerned with examining the specific ways in which we can teach, learn, study, and struggle ourselves beyond capitalism; how we can ultimately overthrow the existing order and institute a new mode of production and set of social relations. This incisive and timely book, penned by two militant teachers, organizers, and academics, reconfigures pedagogy and politics.

Educators and organizers alike will find that it provides new ammunition in the struggle for the world that we deserve.

Contents

Contents: Becoming through Negation: Revisiting Marx’s Humanism – From Revolution to Counterrevolution and Back Again? The Global Class War and Becoming Communist – Becoming Communist in the Global Class War: Centering the Critique of the Gotha Programme – The «Cynical Recklessness» of Capital: Machinery, Becoming, and Revolutionary Marxist Social Studies Education – Teaching Ferguson, Teaching Capital: Slavery and the «Terrorist Energy» of Capital – Connecting «Economic Bondage« to «Personified Capital»: Another Step toward a Critical Pedagogy of Becoming.

About the Authors

Curry Stephenson Malott (PhD in curriculum and instruction, New Mexico State University) is Assistant Professor of Educational Foundations in the Department of Professional and Secondary Education at West Chester University of Pennsylvania. Dr. Malott is a regular contributor to the Journal for Critical Education Policy Studies.

Derek R. Ford’s (PhD candidate in cultural foundations of education, Syracuse University) professional writing has appeared in Educational Philosophy and Theory; Critical Studies in Education; Policy Futures in Education; and Studies in Philosophy and Education. He currently teaches in the Social Justice Studies Program at Hobart and William Smith Colleges.

Praise for Marx, Capital, and Education

“In Marx, Capital, and Education, Malott and Ford advance one of the boldest and [most] unmitigated analyses of education in the history of the field. Their unflinching and scholarly critique of the relationship between capitalism and compulsory education helps to reground the field of critical pedagogy, framing a renewed ‘revolutionary Marxist pedagogy.’ Their careful undertaking of Marx and contemporary scholars of Marx situate this text as a must-read across multiple disciplines including philosophy, political science, government, and education – a true classic in the making.” (Sandy Grande, Associate Professor and Chair, Education Department, Connecticut College)

“This is an essential text for all of those interested in the continuing potential of Marxism as an analytic tool and as a political movement, with implications for critical pedagogy and a truly liberatory education. It traces the history of the use of Marxist theory in education in ways that are insightful, and it provides a key set of categories for reading and using Marx in a ‘postmodern’ age. A rare achievement in educational scholarship.” (Dennis Carlson, Full Professor, Department of Educational Leadership, Miami University)

“This book boldly interrogates the internal contradictions of capital with the aim of galvanizing a critical pedagogy of becoming, a pedagogy capable of providing the conceptual and analytic resources necessary to locate and pry open spaces in education from which to push those contradictions to their breaking point so as to transform capitalism into communism. The authors patiently explain the dialectical logic of capital’s internal contradictions that incline capital towards self-negation, paying particular attention to capital’s compulsive quest for surplus value; they deepen this explanation with an exploration of Marx’s appropriation of dialectics from Hegel. Setting these explanations in motion and keeping capital’s thirst for surplus value firmly in view, Malott and Ford confront and intervene in some of the main debates related to education under capital, including the relation between educational labor and the reproduction of capitalist social relations, and the relation between race and class. This book propels forward the revolutionary struggle for liberation from class society.” (Deborah P. Kelsh, Professor of Teacher Education, The College of Saint Rose)

“Malott and Ford point to the horizon of possibilities that open up when Marx is put back into Marxism. Their bold advocacy of critical pedagogy as a self-conscious movement towards communism is a welcome antidote to the bourgeois fluff that has come to pass as ‘critical’ in education for too long. Marx, Capital, and Education is written by revolutionary educators for revolutionary educators.” (Grant Banfield, Lecturer, Faculty of Education, Humanities and Law, Flinders University, South Australia)

“Malott and Ford present a rigorous theoretical framework grounded in the actual practice of communist movement(s). Their approach to educational pedagogy is a must-read for anyone with a radical consciousness seriously concerned with not just interpreting, but changing the world.” (Eugene Puryear, author of Shackled and Chained: Mass Incarceration in Capitalist America; Organizer with the ANSWER Coalition)

“Malott and Ford in this exceptional work place capitalism ‘squarely within the crosshairs.’ Vague talk concerning issues of social justice is replaced with concrete explorations of our present historical moment within the horizon of communism and educators’ place in moving toward that horizon within a process of a critical pedagogy of becoming. This book will move critical thinkers toward the horizon. It is about time.” (William M. Reynolds, Associate Professor of Curriculum, Foundations, andReading, Georgia Southern University)

“Twenty-five years after the collapse of the Soviet Union, world ‘leaders’ continue to directly and indirectly promote anticommunist disinformation and propaganda. Today one is casually and smugly dismissed as passé or out of touch if they are still ‘gullible’ enough to fight for communism. Opposing this relentless capital-centered offensive which depoliticizes people and intensifies anticonsciousness, Malott and Ford have boldly put communism on the agenda. With courage, conviction, and serious analysis they show how and why existing political-economic arrangements can and must be replaced by a human-centered society and economic system, a world free of exploitation, alienated relations, and the division between mental and manual labor. To this end, the authors skillfully sketch the organic connections between critical pedagogy, transformation, and Marxist and Hegelian dialectics in order to advance ‘a pedagogy of becoming.’ Here the future lies within the present and negation is affirmation. But Malott and Ford remind us at every turn that this does not mean that phenomena unfold deterministically.” (Shawgi Tell, Associate Professor of Education, Department of Social and Psychological Foundations of Education, Nazareth College)

“This book is a weapon to be used not merely against capital, but in the revolutionary struggle to overthrow capitalism and realize a communist future that enables the becoming of humanity. In an era in which Marxist educational theorizing is making a comeback, Malott and Ford represent the best of a new generation of revolutionary thinkers who do not settle for merely interesting academic inquiry, but rather illustrate how deep intellectual inquiry can inform answers to questions about how we can teach, learn, and take action in the construction of a proletarian offensive in the global class war. Malott and Ford unapologetically embrace the goal of creating a new set of social relations that enable the absolute movement of becoming, that is communism. They put capitalism in the crosshairs and refuse to take cover under the empty shells that democracy, social justice, or domesticated critical pedagogy have become. Instead they return to Marx, offering crystal clear theoretical and practical responses to questions at the heart of conversations about how we can create not only new pedagogies, but a new world, free from the scourge of capitalism.” (E. Wayne Ross, Professor, Faculty of Education, University of British Columbia)

“This is a hugely important and impressive book by…two increasingly influential revolutionary Marxist theorists/activists. They assert and closely argue that ‘in order for education to contribute to the generation of a counterpower it has to place capital squarely in its crosshairs.’ They open up the field of possibilities for revolutionary education, enabling the imagination of ‘a world without the exploitation and oppression that characterizes capital.’ This book is hard-hitting and uncompromising. It is scholarly. It is activist. It is a remarkable addition to contemporary critical education and Marxist theory.” (Dave Hill, Professor of Education Research, Anglia Ruskin University, England; Chief Editor of the Journal for Critical Education Policy Studies; Co-founder and Co-organizer of the annual International Conference on Critical Education).

Curry Malott

Curry Malott

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‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Derek R. Ford

Derek R. Ford

1118977661PHILOSOPHICAL PERSPECTIVES ON TEACHER EDUCATION

A Book Launch
Philosophical Perspectives on Teacher Education

Edited by Ruth Heilbronn and Lorraine Foreman-Peck
Date: Tuesday 30 June
Time: 5:30 – 7:00
Place: Institute of Education, UCL, 20 Bedford Way
Room: 604

 

What does it mean to be a teacher in today’s world? And what makes a “good” one?

Judging by the wide disparities in contemporary teacher training and educational practices, it would seem that no one is quite sure.

Philosophical Perspectives on Teacher Education presents a series of ell-argued, thought-provoking essays that pointg to the ethical considerations that should be addressed when proposing and implementing teacher training and educational policies and practices.
Speakers:
Janet Orchard, Bristol University
David Aldridge, Oxford Brookes University
Padraig Hogan, National University of Ireland, Maynooth
Colin Wringe , Keele University

Please see attached flyer for information about the book. Book details are hyperlinked.
All are welcome.

Wine reception will follow.
RSVP – t.ytsma@ioe.ac.uk

Lorraine Foreman-Peck

Lorraine Foreman-Peck

***END***

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Mors Mystica

Mors Mystica

PEDAGOGIES IN THE FLESH

Call for Papers for New Phenomenologies of Difference – Edited Book

Pedagogies in the Flesh: Teaching, Learning, and the Embodiment of Sociocultural Differences in Education
Call for Papers
Book Overview

Current discourses surrounding education rely heavily upon developmental psychology and cognitive theory as the primary tools for depicting and explaining human experience and subjectivity. However, these tools prove to be inadequate, as they fail to account for the historicity and materiality of human development and personhood. Alternate approaches are needed if we are to understand the making of the self as a process through which socially and culturally situated bodies are construed and experienced within and against histories of racism, sexism, heteronormativity, ableism, and class inequality. Certainly the histories of oppression based on social hierarchies are addressed in social foundations literature as well as anti-oppressive pedagogies. However, these perspectives tend to focus on institutional critique, personal narrative, and/or critical sociology/ethnographic studies without recognizing the central role that actual bodies play in reproducing and resisting hierarchies of difference.

This collection explores the pedagogical moments or “flashpoints” when sociocultural formations of difference and power take hold through the corporeal capacities of the knowing body. In particular, this book is concerned with how the sensate human flesh acts as an interface or permeable membrane through which self and other as well as inside and outside come to influence one another, entering into complex relays of exchange, agonism, and entanglement. The notion of pedagogical “flashpoints” is an invitation to examine specific instances in which the body educates, and is educated in various formal and informal contexts, including schools, universities, museums, communities, and so forth. For this collection, we are interested in short, but powerful, phenomenological descriptions of such moments. The book will feature concise written accounts of flashpoints that attend to the somatic intensities of the flesh as a site of knowledge, resistance, and transformation. Contributions to the volume should utilize phenomenologically based methods for describing flashpoints through which the tacit, pre-conscious flesh of the body reveals how perceptual experience is always already shaped by hierarchies of difference. Although brief, these descriptions should succinctly illuminate how flashpoints are first and foremost fleshpoints that expose the embodied, intuitive context of our lived experiences of difference.

Chapter Guidelines
The chapters in this volume will be comprised of descriptions of no more than 1,500-1,700 words. The descriptions should focus on particular flashpoints that reveal the processes and structures of embodiment and perception within experiences that are punctuated by asymmetrical relations of race, gender, sexuality, class, ability, and other markers of difference. Topics and themes for description could include moments of physical or emotional encounter within educational settings where tensions around sociocultural difference became apparent. The viewing of an artwork or the reading of a text might have initiated these flashpoints. Embodied reactions that frame such flashpoints might include laughter, tears, pain, or a whole array of sensory responses.
Such descriptions may draw inspiration from not only the classic texts of Frantz Fanon, W.E.B. DuBois, Simone de Beauvoir, and others, but also contemporary feminism, queer studies, critical race theory, indigenous knowledge and postcolonial theory. While submissions should be informed by a phenomenological sensibility, descriptions should be more or less “jargon”-free, as this text is aimed at a broad readership composed of educators and students who might not be familiar with phenomenological literature.

If you are interested in contributing to this edited collection, please submit a brief proposal by May 15, 2015 following the format and procedures below:

Proposal Format: 300-word abstract, at least 3 references from the literature that serve as suggested further reading on issues brought forth in the chapter, and a chapter title. Please include author name, 200-word author bio that includes a statement on positionality, and contact information (email, mailing address, and phone number).

Submission Procedures: Submit proposals as .doc or .docx email attachments to fleshpoints@gmail.com.
Timeline:
Proposal Submission Due: May 15, 2015
Review Results Sent to Authors: June 15, 2015
Chapters Due: September 15, 2015
Requests for Revisions Sent to Authors: October 15, 2015
Final Chapters Due: November 15, 2015

See: http://call-for-papers.sas.upenn.edu/node/61436

Co-editors

Sarah Travis is a PhD student in Art Education at the University of North Texas. Her scholarship focuses on historical and contemporary issues of equity within school-based (art) education contexts as well as racialized, classed, and gendered experiences of art students and art educators. Her current research involves inquiry into artistic identity formation with adolescent art students in post-Katrina New Orleans.

Amelia M. Kraehe is Assistant Professor in the Department of Art Education and Art History at the University of North Texas. Her research concerns the social, political and cultural contexts that influence education, with a particular focus on the pedagogic possibilities and impossibilities created through engagement in the arts and popular culture. Her scholarship is published in numerous journals including, among others, Race, Ethnicity and Education; Souls: A Critical Journal of Black Politics, Culture, and Society; and Educational Studies.

Emily Jean Hood is a mother, artist, emerging scholar and educator who is currently a PhD student in Art Education at the University of North Texas. Her areas of study and research include post-humanities as a means for furthering inclusivity for all beings. Thus, her scholarship in the field of art education delves into the notion of things as co-creators, specifically in artistic creative practices of perception and making.

Tyson E. Lewis is Associate Professor in the Department of Art Education and Art History at the University of North Texas. His research interests include philosophy of education, aesthetics, art education, and critical theory. He is author of The Aesthetics of Education: Theatre, Curiosity, and Politics in the Work of Jacques Rancière and Paulo Freire (London: Bloomsbury, 2014), and On Study: Educational Potentiality and Giorgio Agamben (New York: Routledge, 2013).

Black Metal Theory

Black Metal Theory

 

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

Online Publications at The Flow of Ideas: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Herbert Marcuse

Herbert Marcuse

PRAXIS AND CRITIQUE: LIBERATION, PEDAGOGY, AND THE UNIVERSITY

International Herbert Marcuse Society Sixth Biennial Conference

Praxis and Critique: Liberation, Pedagogy, and the University

12-15 November 2015, Salisbury University (Salisbury, Maryland, USA)

 

CALL FOR PAPERS: Abstracts due May 20, 2015

 

In recent years, the problems and contradictions intrinsic to capitalist society have resulted in a number of manifest, seemingly permanent, crises. Many researchers, academics, and activists have seized on the urgency of recent coalescing crises—from environmental degradation to economic inequality, political instability to social unraveling, and beyond—in an attempt to ameliorate and analyze the consequences of these dilapidated social relations. The work of Herbert Marcuse aims to radically re-envision social relations via critical theory as a way to formulate a praxis of liberation. However, if we live in a society, as Marcuse puts it, “without negation,” how shall this critical rationality be cultivated?

The International Herbert Marcuse Society seeks papers for the 2015 biennial conference, “Praxis and Critique: Liberation, Pedagogy, and the University,” that address the broad pedagogical concerns of cultivating emancipatory rationality. Faculty, independent scholars, activists, artists, and others are invited to submit papers. Papers may want to address, but are certainly not limited to, the following problematics:

  • What role can and should critical pedagogy play in today’s institutions of higher education? Given Marcuse’s emphasis on praxis, critical pedagogy cannot be limited to classroom space in universities – how can a critical rationality translate into programs of activism, agitation, and organization?
  • How is the work of Marcuse, the Frankfurt School, and/or critical theory generally relevant to the current context of political, social, economic, and cultural struggles?
  • What is the meaning of praxis and critique today? Do Marcuse’s contemporary interlocutors help us refine, understand, recast, or critique visions of a critical rationality?
  • What can we learn from activists and scholars from a wide range of critical theories, dealing with liberation in areas such as critical race theory, intersectionality, LGBTQIA studies, disability studies, and postcolonial theory?
  • How does Marcuse’s critical theory provide a lens through which to assess the current condition of advanced industrial society?

Student participation is also encouraged. The conference organizers are particularly interested in encouraging undergraduate and graduate student participation. To this end, we encourage faculty to teach related or special topics classes in fall 2015 and to bring students of all levels to the conference. Undergraduate students are invited to present papers in special concurrent sessions. Undergraduate and graduate students will also have the opportunity to submit conference papers for publication to special conference editions.

This conference is an interdisciplinary, multimedia engagement with the many dimensions of Herbert Marcuse’s work. So, in addition to the presentation of papers, the conference will also present artistic work.

Artistic Presentations:

The Salisbury University Gallery will present two related exhibitions.

The first is “Versprechen, dass es anders sein kann” (Promises that it can be different) by painter Antje Wichtrey.
Salisbury University Gallery Director, Elizabeth Kauffman, will curate the second exhibition.

For more information, contact the conference organizers:

Dr. Sarah Surak (smsurak@salisbury.edu) and Dr. Robert Kirsch (rekirsch@salisbury.edu)

 

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

Online Publications at The Flow of Ideas: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Faith Agostinone-Wilson

Faith Agostinone-Wilson

CANADA INTERNATIONAL CONFERENCE ON EDUCATION – 2015

CICE-2105

CALL FOR ABSTRACTS, EXTENDED ABSTRACTS, PAPERS, POSTERS AND WORKSHOPS!

==========================================
Canada International Conference on Education (CICE-2015)
June 22-25, 2015
University of Toronto, Toronto, Canada
www.ciceducation.org
==========================================

The Canada International Conference on Education (CICE-2015) is an international refereed conference dedicated to the advancement of the theory and practices in education. The CICE promotes collaborative excellence between academicians and professionals from Education. The aim of CICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The CICE 2015 invites research papers that encompass conceptual analysis, design implementation and performance evaluation.

All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.

Topics:

The topics in CICE-2015 include but are not confined to the following areas:

*Art Education
– Music Education
– Writing Education
– Imaginative Education
– Language Education
– History

*Adult Education
– Competitive Skills
– Continuing Education
– Higher Education
– Vocational Education
– Transferring Disciplines

*Business Education
– Educational Administration
– Human Resource Development
– Academic Advising and Counselling
– Education Policy and Leadership
– Industrial Cooperation
– Life-long Learning Experiences
– Workplace Learning and Collaborative Learning
– Work Employability
– Educational Institution Government Partnership
– Patent Registration and Technology Transfer
– University Spin-Off Companies

*Course Management
– Accreditation and Quality Assurance
– Academic Experiences and Best Practice Contributions
– Copy-right
– Digital Libraries and Repositories
– Digital Rights Management
– Evaluation and Assessment
– E-content Management and Development
– Open Content
– e-Portfolios
– Grading Methods
– Knowledge Management
– Quality processes at National and International level
– Security and Data Protection
– Student Selection Criteria in Interdisciplinary Studies
– User-Generated Content

*Curriculum, Research and Development
– Acoustics in Education Environment
– APD/Listening
– Counsellor Education
– Courses, Tutorials and Labs
– Curriculum Design
– ESL/TESL

*Educational Foundations
– Early Childhood Education
– Elementary Education
– Geographical Education
– Health Education
– Home Education
– Rural Education
– Science Education
– Secondary Education
– Second life Educators
– Social Studies Education
– Special Education

*Learning / Teaching Methodologies and Assessment
– Simulated Communities and Online Mentoring
– e-Testing and new Test Theories
– Supervising and Managing Student Projects
– Pedagogy Enhancement with e-Learning
– Educating the Educators
– Immersive Learning
– Blended Learning
– Computer-Aided Assessment
– Metrics and Performance Measurement
– Assessment Software Tools
– Assessment Methods in Blended Learning Environments

*Global Issues In Education and Research
– Education, Research and Globalization
– Barriers to Learning (ethnicity, age, psychosocial factors, …)
– Women and Minorities in Science and Technology
– Indigenous and Diversity Issues
– Government Policy issues
– Organizational, Legal and Financial Aspects
– Digital Divide
– Increasing Affordability and Access to the Internet
– Ethical issues in Education
– Intellectual Property Rights and Plagiarism

*Pedagogy
– Teacher Education
– Cross-disciplinary areas of Education
– Educational Psychology
– Education practice trends and issues
– Indigenous Education
– Kinesiology and Leisure Science
– K12
– Life-long Learning Education
– Mathematics Education
– Physical Education (PE)
– Reading Education
– Religion and Education Studies

*Research Management
– Research Methodologies
– Academic Research Projects
– Joint-research programmes
– Research on Technology in Education
– Research Centres
– Links between Education and Research
– New Challenges in Education
– ECTS experiences
– The Bologna Process and its implementation
– Joint-Degree Programmes
– Erasmus and Exchange experiences in universities
– Students and Teaching staff Exchange programmes

*Ubiquitous Learning
– Accessibility to Disabled Users
– Animation, 3D, and Web 3D Applications
– Context Dependent Learning
– Distance Education
– E-Learning
– E-Manufacturing
– Educational Technology
– Educational Games and Software
– Human Computer Interaction
– ICT Education
– Internet technologies
– Learning Management Systems (LMS)
– Mobile Applications and Learning (M-learning)
– Multi-Virtual Environment
– Standards and Interoperability
– Technology Enhanced Learning
– Technology Support for Pervasive Learning

*Ubiquitous Computing
– Videos for Learning and Educational Multimedia
– Virtual and Augmented Reality
– Virtual Learning Environments (VLE)
– Web 2.0, Social Networking, Blogs and Wikis
– Wireless Applications

*Research In Progress

Submission:

– You can submit your research paper at http://www.ciceducation.org/Paper%20Submission.html
or email it to papers-2015@ciceducation.org

Important dates:

* Abstract, Extended Abstract, Research Paper, Case Study, Work in Progress and Report Submission Deadline: January 15, 2015
* Notification of Abstract, Extended Abstract, Research Paper, Case Study, Work in Progress and Report Acceptance Date: January 30, 2015
* Final Camera Ready Submission Deadline for Conference Proceedings Publication: February 10, 2015
* Workshop Proposal and  Poster/Demo Proposal Submission Deadline: February 15, 2015
* Notification of Workshop Proposal and Poster/Demo Acceptance/Rejection: February 25, 2015
* Participant(s) Registration (Open): December 01, 2014 to June 15, 2015
* Early Bird Registration (Authors and Participants): January 30 to May 15, 2015
* Late Bird Registration (Authors only): May 16 to June 05, 2015
* Conference Dates: June 22-25, 2015

For further information please visit CICE-2015 at www.ciceducation.org

 

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

Online Publications at The Flow of Ideas: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Volumizer: http://glennrikowski.blogspot.com

 

 

Education

Education

WORLD CONGRESS ON EDUCATION 2014: EXTENDED CALL FOR PAPERS

World Congress on Education (WCE-2014)
November 10-12, 2014
Venue: Marriott Hotel London Heathrow
London, UK
(www.worldconedu.org)

The World Congress on Education (WCE) is an international refereed conference dedicated to the advancement of the theory and practices in education. The WCE promotes collaborative excellence between academicians and professionals from Education. The aim of WCE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The WCE-2014 invites research papers that encompass conceptual analysis, design implementation and performance evaluation.

Topics:

The topics in WCE-2014 include but are not confined to the following areas:

*Accessible World

– Aging and Disability
– Augmentative and Alternative Communications (AAC)
– Assessment and Early intervention
– Baby Boomers
– Building and Sustaining an Inclusive Community
– Cognitive Disabilities
– Curriculum Adaptation and Modification
– Deaf and Hard of Hearing Developmental
– Disabilities Disability and Diversity
– E-Accessibility
– Human Rights/Disability Rights
– Legal Issues (Legislative and Policy)
– Learning Disabilities
– Living In(ter)dependently
– Support Services
– Postsecondary Education
– Public Health, Diversity and Disability
– Resiliency Across the Lifespan
– Science, Technology, Engineering and Mathematics (STEM)
– Study Skills Development
– Sustainable Environment
– Climate Change

*Adult Education

– Competitive Skills
– Continuing Education
– Higher Education
– Adult education
– Vocational Education
– Transferring Disciplines

*Art Education

– Music Education
– Writing Education
– Imaginative Education
– Language Education
– History

*Business Education

– Educational Administration
– Human Resource Development
– Academic Advising and Counselling
– Education Policy and Leadership
– Industrial Cooperation
– Life-long Learning Experiences
– Workplace Learning and Collaborative Learning
– Work Employability
– Educational Institution Government Partnership
– Patent Registration and Technology Transfer
– University Spin-Off Companies

*Course Management

– Accreditation and Quality Assurance
– Academic Experiences and Best Practice Contributions
– Copyright
– Digital Libraries and Repositories
– Digital Rights Management
– Evaluation and Assessment
– E-content Management and Development
– E-content Management and Development. Open Content
– e-Portfolios
– Grading Methods
– Knowledge Management
– Quality processes at National and International level
– Security and Data Protection
– Student Selection Criteria in Interdisciplinary Studies
– User-Generated Content

*Curriculum, Research and Development

– Acoustics in Education Environment
– APD/Listening
– Counsellor Education
– Courses, Tutorials and Labs
– Curriculum Design
– ESL/TESL
– Bullying
– Social Networking
– Study Abroad Programmes
– Faculty Development
– Distance Learning: Assessment, Methods and Technologies
Teaching and Learning Experiences in Engineering Education

*Educational Foundations

– Early Childhood Education
– Elementary Education
– Geographical Education
– Health Education
– Home Education
– Rural Education
– Science Education
– Secondary Education
– Second life Educators
– Social Studies Education
– Special Education

*Interaction and Cultural Models of Disability

– Adaptive Transportation
– Augmented and Alternative Communication
– Gerontechnology
– Healthcare Specialists
– Hospitality and Tourism
– Labor Market Integration
– Medical Experts
– Sport, Fitness and Leisure
– Special Educational Centres
– Social Innovation and E-Service Delivery
– Social Workers
– Student and Adults with Disabilities
– Usability and Ergonomics

*Learning / Teaching Methodologies and Assessment

– Simulated Communities and Online Mentoring
– e-Testing and new Test Theories
– Supervising and Managing Student Projects
– Pedagogy Enhancement with e-Learning
– Educating the Educators
– Immersive Learning
– Blended Learning
– Computer-Aided Assessment
– Metrics and Performance Measurement
– Assessment Software Tools
– Assessment Methods in Blended Learning Environments

*Global Issues In Education and Research

– Education, Research and Globalization
– Barriers to Learning (ethnicity, age, psychosocial factors, …)
– Women and Minorities in Science and Technology
– Indigenous and Diversity Issues
– Government Policy issues
– Organizational, Legal and Financial Aspects
– Digital Divide
– Increasing Affordability and Access to the Internet
– Ethical issues in Education
– Intellectual Property Rights and Plagiarism

*Other Areas of Education
Submission:

– You can submit your research paper at http://www.worldconedu.org/Paper%20Submission.html

or email it to papers-2014@worldconedu.org

Important dates:

*Extended Abstract (Work in Progress) Submission Date: August 31, 2014
*Notification of Extended Abstract (Work in Progress) Acceptance/Rejection: September 10, 2014
*Research Paper, Student Paper, Case Study, Report Submission Date: September 05, 2014
*Notification of Research Paper, Student Paper, Case Study, Report Acceptance / Rejection: September 20, 2014
*Proposal for Workshops: September 01, 2014
*Notification of Workshop Acceptance/Rejection: September 10, 2014
*Poster/Demo Proposal Submission: August 31, 2014
*Notification of Poster/Demo Acceptance: September 10, 2014
*Camera Ready Paper Due: October 15, 2014
*Participant(s) Registration (Open): May 01, 2014
*Early Bird Registration Deadline: September 30, 2014
*Late Bird Registration Deadline (Authors only):  October 01 to October 15, 2014
*Late Bird Registration Deadline (Participants only): October 01 to November 03, 2014
*Conference Dates: November 10-12, 2014

 

For further information please visit IICE-2014 at www.worldconedu.org

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

 

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

Online Publications at The Flow of Ideas: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Critical Education / Education is Critical

Critical Education / Education is Critical

STATE OF EDUCATION – WHAT NEXT?

September 14 @ 1:00 pm – 5:00 pm

Following on from our conference in March we are continuing the threads and planning next steps…

http://stateofeducation2014.wordpress.com/

Details:

Date: September 14, 2014

Time: 1:00 pm – 5:00 pm

Event Category: organising meeting

Organizer: Radical Education Forum

Website: http://radicaleducationforum.tumblr.com/

Venue: Common House, Unit E, 5 Pundersons Gardens, Bethnal Green, London, E29QG United Kingdom

+ Google Map

Website: http://www.commonhouse.org.uk

 

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

Online Publications at The Flow of Ideas: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Education

Education

LONDON INTERNATIONAL CONFERENCE ON EDUCATION 2014 (LICE-2014)

CALL FOR EXTENDED ABSTRACTS, PAPERS, POSTERS AND WORKSHOPS!

******************************************************
London International Conference on Education (LICE-2014)
November 10-12, 2014, London, UK
Venue: London Heathrow Marriott Hotel
(http://www.liceducation.org)
******************************************************
The London International Conference on Education (LICE) is an international refereed conference dedicated to the advancement of the theory and practices in education. The LICE promotes collaborative excellence between academicians and professionals from Education.

The aim of LICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy.
The LICE-2014 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.

The topics in LICE-2014 include but are not confined to the following areas:
*Academic Advising and Counselling
*Art Education
*Adult Education
*APD/Listening and Acoustics in Education Environment
*Business Education
*Counsellor Education
*Curriculum, Research and Development
*Distance Education
*Early Childhood Education
*Educational Administration
*Educational Foundations
*Educational Psychology
*Educational Technology
*Education Policy and Leadership
*Elementary Education
*E-Learning
*ESL/TESL
*Health Education
*Higher Education
*History
*Human Resource Development
*Indigenous Education
*ICT Education
*Kinesiology & Leisure Science
*K12
*Language Education
*Mathematics Education
*Multi-Virtual Environment
*Music Education
*Pedagogy
*Physical Education (PE)
*Research Assessment Exercise (RAE)
*Reading Education
*Religion and Education Studies
*Rural Education
*Science Education
*Secondary Education
*Second life Educators
*Social Studies Education
*Special Education
*Student Affairs
*Teacher Education
*Cross-disciplinary areas of Education
*E-Society
*Other Areas of Education

IMPORTANT DATES:
Extended Abstract (Work in Progress) Submission Date: July 20, 2014
Notification of Extended Abstract (Work in Progress) Acceptance/Rejection: August 01, 2014
Research Paper, Student Paper, Case Study, Report Submission Date: August 01, 2014
Notification of Research Paper, Student Paper, Case Study, Report Acceptance / Rejection: August 15, 2014
Proposal for Workshops: June 30, 2014
Notification of Workshop Acceptance/Rejection: July 10, 2014
Poster/Demo Proposal Submission: August 31, 2014
Notification of Poster/Demo Acceptance: September 10, 2014
Camera Ready Paper Due: September 15, 2014
Participant(s) Registration (Open): May 01, 2014
Early Bird Registration Deadline: September 01, 2014
Late Bird Registration Deadline (Authors only): October 01 to October 15, 2014
Late Bird Registration Deadline (Participants only): October 01 to November 03, 2014
Conference Dates: November 10-12, 2014

For further information, please visit http://www.liceducation.org

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

Online Publications at The Flow of Ideas: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

 

Education

Education

WORLD CONGRESS ON EDUCATION (WCE-2014)

Call for Papers, Extended Abstracts, Posters, Workshops and Tutorials! 

================================
World Congress on Education (WCE-2014)
Organised by the University of South Africa (UNISA)
September 15 – 17, 2014,
Nelspruit, Pretoria, South Africa
www.worldconedu.org
================================
The WCE is an international refereed conference dedicated to the advancement of the theory and practices in education. The WCE promotes collaborative excellence between academicians and professionals from Education. The aim of WCE is to provide an opportunity for academicians and professionals from various educational fields with cross disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The WCE-2014 invites research papers that encompass conceptual analysis, design implementation and performance evaluation.

The topics in WCE-2014 include but are not confined to the following areas:

*Accessible World*

Aging and Disability

Augmentative and Alternative Communications (AAC)

Assessment and Early intervention

Baby Boomers

Building and Sustaining an Inclusive Community

Cognitive Disabilities

Curriculum Adaptation and Modification

Deaf and Hard of Hearing Developmental

Disabilities Disability and Diversity

E-Accessibility

Human Rights/Disability Rights

Legal Issues (Legislative and Policy)

Learning Disabilities

Living In(ter)dependently

Support Services

Postsecondary Education

Public Health, Diversity and Disability

Resiliency Across the Lifespan

Science, Technology, Engineering and Mathematics (STEM)

Study Skills Development

Sustainable Environment

Climate Change

 

*Adult Education*

Competitive Skills

Continuing Education

Higher Education

Adult education

Vocational Education

Transferring Disciplines

 

*Art Education*

Music Education

Writing Education

Imaginative Education

Language Education

History

 

*Business Education*

Educational Administration

Human Resource Development

Academic Advising and Counselling

Education Policy and Leadership

Industrial Cooperation

Life-long Learning Experiences

Workplace Learning and Collaborative Learning

Work Employability

Educational Institution Government Partnership

Patent Registration and Technology Transfer

University Spin-Off Companies

 

*Course Management*

Accreditation and Quality Assurance

Academic Experiences and Best Practice Contributions

Copyright

Digital Libraries and Repositories

Digital Rights Management

Evaluation and Assessment

E-content Management and Development

E-content Management and Development. Open Content

e-Portfolios

Grading Methods

Knowledge Management

Quality processes at National and International level

Security and Data Protection

Student Selection Criteria in Interdisciplinary Studies

User-Generated Content

 

*Curriculum, Research and Development* 

Acoustics in Education Environment

APD/Listening

Counsellor Education

Courses, Tutorials and Labs

Curriculum Design

ESL/TESL

Bullying

Social Networking

Study Abroad Programmes

Faculty Development

Distance Learning: Assessment, Methods and Technologies

Teaching and Learning Experiences in Engineering Education

 

*Educational Foundations*

Early Childhood Education

Elementary Education

Geographical Education

Health Education

Home Education

Rural Education

Science Education

Secondary Education

Second life Educators

Social Studies Education

Special Education

 

*Interaction and Cultural Models of Disability* 

Adaptive Transportation

Augmented and Alternative Communication

Gerontechnology

Healthcare Specialists

Hospitality and Tourism

Labor Market Integration

Medical Experts

Sport, Fitness and Leisure

Special Educational Centres

Social Innovation and E-Service Delivery

Social Workers

Student and Adults with Disabilities

Usability and Ergonomics

 

*Learning / Teaching Methodologies and Assessment* 

Simulated Communities and Online Mentoring

e-Testing and new Test Theories

Supervising and Managing Student Projects

Pedagogy Enhancement with e-Learning

Educating the Educators

Immersive Learning

Blended Learning

Computer-Aided Assessment

Metrics and Performance Measurement

Assessment Software Tools

Assessment Methods in Blended Learning Environments

 

*Global Issues In Education and Research*

Education, Research and Globalization

Barriers to Learning (ethnicity, age, psychosocial factors … etc.)

Women and Minorities in Science and Technology

Indigenous and Diversity Issues

Government Policy issues

Organizational, Legal and Financial Aspects

Digital Divide

Increasing Affordability and Access to the Internet

Ethical issues in Education

Intellectual Property Rights and Plagiarism

 

Important dates:

Research Paper, Extended Abstract, Case Study, Work in Progress and Report Submission Deadline: June 01, 2014

*Notification of Paper, Extended Abstract, Case Study, Work in Progress and Report Acceptance Date: June 15, 2014

*Final Paper Submission Deadline for Conference Proceedings Publication: August 01, 2014

*Workshop Proposal Submission Deadline: June 25, 2014

*Notification of Workshop Proposal Acceptance/Rejection: July 05, 2014

*Poster/Demo Proposal Submission: June 25, 2014

*Notification of Poster/Demo Acceptance: July 05, 2014

Participant(s) Registration (Open): April 01, 2014

Early Bird Registration: February 01 to June 30, 2014

Late Bird Registration: July 01 to August 15, 2014

Conference Dates: September 15 – 17, 2014

 

For further information please visit WCE-2014 at www.worldconedu.org

 

**END**

 

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

 

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskpoint.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski