Warmly welcome CEMUS Past, Present, Futures Unconference!
Hosted by CEMUS, the Climate Change Leadership Initiative, and CEMFOR
Open invitation to contribute stories – Please send your idea for a contribution by April 1 to: email@example.com
Date: June 1, 2020, kl. 8.30-16.30
What is the story of CEMUS education?
Some of the initial core assumptions of CEMUS were around an education that actively critiqued the university’s disciplinary model and which disrupted conventional ways of organising learning. That which characterised the heart of CEMUS education was the key role of students in challenging and inspiring, not only their peers, but also academics, by pursuing their own lines of inquiry and interest. Students and academics together grappling with complex global challenges based on a model of strong student leadership thus defined CEMUS at its inception. What are the stories of CEMUS education that followed, what are the current stories, and what might its futures look like?
Welcome to the CEMUS Past, Present, Futures Unconference! This unconference is an invitation to tell the myriad stories of CEMUS education and collate the multiple, overlapping and disperse experiences that make the shared story of CEMUS as ‘a form of collective inquiry’ and a means to ‘play with the possibilities of the present and the openness of the future’ (see Facer, 2019. Storytelling in troubled times: what is the role for educators in the deep crises of the 21st century?). This is an exercise in communicating and experiencing the ‘richness of the meanwhile’, or all the simultaneous experiences of CEMUS education, noticing the contradictions and making connections, and, thereby, identifying the multiple desires for better futures, surfacing the diverse tensions, and building alliances across the many different generations that have passed through, moved in and out of, and currently are an active part of the CEMUS community. By bringing multiple stories into dialogue, this day aims to create a rich conversation around the kind of educational practices that do but also do not support and enable learners to participate in contemporary and future sustainability challenges.
Additionally, in acknowledging human dependence on and participation in the complex ecosystems of our planet, we ask ourselves how to bring not just the human into these stories, but also other perspectives. CEMUS education engages, in many ways, with the human relationship to the planet, and during this unconference, we invite participants to think about education with the more-than-human.
Given the initial key characteristics of the CEMUS education model, as well as the ensuing evolution of CEMUS as a centre for education and outreach, we invite you to tell stories that speak to the following themes with regard to CEMUS education:
- Student leadership – When did/does it work well? What are the benefits? What are the drawbacks? What constitutes a sound enabling of student leadership and what constitutes unsound practices of free labour and how do you balance these tensions?
- Diverse perspectives – What role have more-than-human others played and what role will they play? How far has CEMUS education engaged with indigenous knowledge and perspectives? What is the role of guests and guest lecturers?
- University education – Is the university the right place to do climate and sustainability education today? What education do we need for the future? The university as a business is a condition of education; how is that condition handled and what are the outcomes? How do you stay disruptive when you are part of the university today?
- Learning & engagement – What does a pedagogy that is active and participatory look like? How are we preparing students to do engaged learning? So, you want your students to change the world – what preparation is required?
- Disruption – How radical can and should university education be?
What is your story? This day will be open for contributions from everyone, inviting multiple experiences to be shared. Contributions may take any creative form that can take place in an indoor room; art installations, participatory workshops, film viewings, presentations, etc. The day will conclude with an open space activity hosted by Zennström Professor Keri Facer.
Please send your idea for a contribution by April 1 to: firstname.lastname@example.org
You can also submit to The CEMUS Storyboard by snail-mailing CEMUS, Villavägen 16, 75236 Uppsala or post in the black mailbox CEMUS Library or email email@example.com