nanopolitics handbook - Minor Compositions

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Reflections before being trainedTo me the body of a teacher is essentially a body in constant interaction witha group of people. A body perceiving a group, reading this group, conductingthe organising of this group, in order to facilitate learning. This interactionhappens initially ‘through’ the body of the teacher; the teacher is listening tothe group and the group is being conducted by the physical presence of theteacher. My task as a teacher I see in taking in a class, their ability and willingnessto learn and to listen to each other.As a teacher I want to listen to the students, inspire their ideas and helpchannel their expressions, questions and thoughts through my body – buteventually I want to be able to step back and let the class focus purely on eachother. To learn from one another.Reflections during my initial training – observing other teachersI am observing throughout how the teacher is tightly shaping and controllingthe learning and behaviour of the students through the use of hervoice, her language and her body. She uses her voice in order to conduct thetone of the different parts of the lesson. Her choice of language clearly setsthe kind of working environment she wants to produce. Finally her gesturesand movements across the room physically shape the space and with it thestudents’ behaviour, as well as supporting her facilitation of the children’sparticipation.The students line-up in a straight line. Silence is expected from them, otherwisethey are not allowed to enter the classroom. The teacher stands in frontof the line and only welcomes them into the space once they are calm andquiet.Her physical presence organises the room, she remains calm but highlydetermined and firm. Soon the class will be allowed to move their bodies inorder to take part in the exercises. However, until then they are expected toshow an excellent behaviour, sitting up straight, facing the teacher, performingtheir participation.The body of the teacher is taming the crowd, enforcing their participationrigorously.Trust vs ControlFirst ground rule in British schools today is ‘Respect’ – there are various practiceshowever how to teach respect...166
I trust your valuesI trust your interests and curiosityI trust your wordI trust your sense of responsibilityI trust your choiceI control your behaviourI control your participationI control your learningI control your valuesI control your actionsI control your promisesI control your presenceI control your appearanceEducating responsible citizensIn an environment where CCTV cameras control both – the controlled andthe controlling bodies, in order to ‘support’ safety and learning, trust becomesa radical action for the body of a teacher.darling... in bed.... bladder infection... :(gonna stay here i suppose....unless i manage to get out...(also preparing a poetry class)been in bed most of past days – well, in bed andschool like, this thing got quite full on, but gotantibiotics now, so much better...…me ok, full of flu now. think my body aint happywith all this stress.also kinda intense days over here. and too muchworkload. kinda dizzy.** Email conversations around my initial training period:metaphorical wounds just taking over. my latest slogan: forget me till christmas.How the body of a teacher reactsBladder infection (first teaching month) – bladder infection seems to be acommon illness in the teaching profession.167
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nanopoliticshandbookthe nanopolitic
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IndexpageIntroduction11collective p
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Towards a careful listeningexercise
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1/2/3/A map of this bookThis book h
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From bodies to booksTrying to rende
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collectiveprocesses
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So a second level of our work conce
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mines our lives, work and politics
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through other experiences? And how
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care (not just individual but colle
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mal and natural that make life ‘e
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areas are erased by gated shopping
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Work, professionalization and the p
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on guidelines and protocols: whethe
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Endnotes1. This text was collective
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that we have been wandering these l
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does the common narrative of a grou
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also audiovisual recordings. We wou
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How is it that the awareness and lo
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translate into product. As an a pri
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and palpable to us on a daily basis
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en its double meaning in Spanish.
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Looking again at Bifo’s text, it
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Micropolitics— David Vercauteren
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to pursue here, which is that of gr
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So what are the stakes concerning t
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In order for a power relation to be
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7. Félix Guattari (1986), Les ann
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of our terrain? What do we need (co
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noyed, fatigue...) in 2-3 words. Th
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methodsandmethodologies
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activities? Are the quests of a sha
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present, and the relationship is mo
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fundamental question of the worksho
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another, and this confusion also al
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* * *The production of subjectivity
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Sculpting and modelling seriesAs a
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verbalised - of our experiences and
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exerciseThe machine of rhythmsIn Ap
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Somaan anarchist experiment— Jorg
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Because they want to make omelettes
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Soma games ask a group to interact
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scientifically proven fact today, m
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Endnotes1. Roberto Freire (1990) Am
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At the end, the group plays as a wh
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architects, planners, councillors,
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There have been so many street trai
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exerciseSmiling at strangers,smelli
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Page 121 and 122: in the leitmotiv of texture and wea
Page 123 and 124: field of metabolic processes, which
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Page 130 and 131: Perhaps it’s the notion itself of
Page 132 and 133: If the imaginary impregnates sensat
Page 134 and 135: While we were holding it togetherBu
Page 136 and 137: extend Foucault’s aesthetic of ex
Page 138 and 139: 16. Linda Hartley, op. cit., pp. 34
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Page 144 and 145: Need to find ways of holding that a
Page 146 and 147: messy, collective voices in movemen
Page 148 and 149: kids that go back to their families
Page 150 and 151: We met for our first nanopolitics d
Page 152 and 153: process rushy events and feelings b
Page 154 and 155: complete freedom because everybody
Page 156 and 157: elated fears. ‘This works well if
Page 158 and 159: We have been waiting for Carla to c
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Page 166 and 167: The controlled body is constantly c
Page 168 and 169: the purpose of doing this i know, b
Page 170 and 171: in single-file: Drawing out ideas f
Page 172 and 173: production pressure. i am all for p
Page 174 and 175: All: How did the group experience p
Page 176 and 177: insurmountable barriers all around
Page 178 and 179: exerciseBody surfaces and boundarie
Page 181 and 182: A politics ofnetwork-families?Preca
Page 183 and 184: ways of relating that run counter t
Page 185 and 186: How to act in this world, how to ri
Page 187 and 188: The importance of the debt economy
Page 189 and 190: limitations: to give up the silly p
Page 191 and 192: a family, or a somehow older networ
Page 193 and 194: 10. Interview with Nelly, London, A
Page 195: together. Draw a ‘conviviality’
Page 198 and 199: are less precarious than us. Capita
Page 200 and 201: Rather than a vocabulary of politic
Page 202 and 203: odies - we must develop our common
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Page 213 and 214: If we look for a slogan that can de
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Endnotes1. Precarias a la Deriva.
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and the Permanence of Primitive Acc
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exerciseAn exercise indeproletarian
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No time for the sad passions— Ami
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men and things seem set in sparklin
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that radicality (the radicals playi
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merely reflect action received from
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to capture value, or the autonomy o
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Endnotes1. Francois Dosse (2010), G
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Towards a careful listening— Anja
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privilege that underlie our speech.
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consensus based to saturation-based
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easy reception of linguistic conten
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It is apparent that the refusal to
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materiality and characteristics, th
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tralian.com.au/national-affairs/mea
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ecologiesandmetabolisms
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Water it a bit. 3Water regularly, d
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Voku Pocu:making a people’s kitch
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People’s kitchens have a strong l
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Polenta cakes for friends andcomrad
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mix it with maple syrup. This is pr
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ResourcesIn this section we collate
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Campo Grupal, Buenos Aires (AR). Un
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Caring labour, an extensive archive
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Silvia Gil (2011) ‘Vidas precaria
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Freaksexual blog, good on sexuality
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Biographies:the nanopolitics group
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he is researching the recent histor
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mara ferreri has worked and studied
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Minor CompositionsOther titles in t
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