Results by title

What do a feminist server, an art space located in a public park in North London, a so-called pirate library of high cultural value yet dubious legal status, and an art school that emphasizes collectivity have in common? They all demonstrate that art plays an important role in imagining and producing a real quite different from what is currently hegemonic, and that art has the possibility to not only envision or proclaim ideas in theory, but also to realize them materially.
 
Aesthetics of the Commons examines a series of artistic and cultural projects—drawn from what can loosely be called the (post)digital—that take up this challenge in different ways. What unites them, however, is that they all have a double character. They are art in the sense that they place themselves in relation to (Western) cultural and art systems, developing discursive and aesthetic positions, but, at the same time, they are operational in that they create recursive environments and freely available resources whose uses exceed these systems. The first aspect raises questions about the kind of aesthetics that are being embodied, the second creates a relation to the larger concept of the commons. In Aesthetics of the Commons, the commons are understood not as a fixed set of principles that need to be adhered to in order to fit a definition, but instead as a thinking tool—in other words, the book’s interest lies in what can be made visible by applying the framework of the commons as a heuristic device.
 
 

Writing Centers and Learning Commons presents program administrators, directors, staff, and tutors with theoretical rationales, experiential journeys, and go-to practical designs and strategies for the many questions involved when writing centers find themselves operating in shared environments.

The chapters comprehensively examine the ways writing centers make the most of sharing common ground. Directors, coordinators, administrators, and stakeholders draw on past and present attention to writing center studies to help shape the future of the learning commons and narrate their substantial collective experience with collaborative efforts to stay centered while empowering colleagues and student writers at their institutions. The contributors explore what is gained and lost by affiliating writing centers with learning commons, how to create sound pedagogical foundations that include writing center philosophies, how writing center practices evolved or have been altered by learning center affiliations, and more.

Writing Centers and Learning Commons is for all stakeholders of writing in and across campuses collaborating on (by choice or edict), or wishing to explore the possibilities of, a learning commons enterprise.
 
Contributors: Alice Batt, Cassandra Book, Charles A. Braman, Elizabeth Busekrus Blackmon, Virginia Crank, Celeste Del Russo, Patricia Egbert, Christopher Giroux, Alexis Hart, Suzanne Julian, Kristen Miller, Robby Nadler, Michele Ostrow, Helen Raica-Klotz, Kathleen Richards, Robyn Rohde, Nathalie Singh-Corcoran, David Stock