17.
Available on the group’s web page:
http://www.anothercupdevelopment.org/projects/detail/23
18.
Concerning work in a multiple network, the thread of relations built by the
project can be found on the last page of the notebook mentioned in note 17. This explains the project as a diagram with the various nodes or points of union of the project with the other collaborating networks or institutions, marking out their connections and the antagonisms implicit in them.
19.
Ii would here like to point out the need for further research on the modes of
cooperativism and collective work in the New School and the pedagogical proposals of civilian society in the Second Spanish Republic and first years of the Transition. We can find examples of these practices in the Institución Libre de Enseñanza, the Residencia de Estudiantes, the Universidades Populares, the Misiones Pedagógicas, the cooperative of the first Ikastolas or the Catalan language schools, the first youth centres (casales) or popular atheneums such as the Ateneu Nou Barris, to mention just a few examples. These practices give us another genealogy of critical pedagogy, located in our most recent history, by combining social movements, workers’ struggles, alternative schools and the first community movements of civil action. This approach allows us to revisit these experiences as spaces of collective critical pedagogy and as spatial practices of resistance.
20.
http://www.areachicago.org/p/issues/6
21.
To consult the series of lectures or infrastructures, as they themselves call them,
see the AREA collective’s map in this publication.
22.
http://chicagoatlas.areaprojects.com
23.
http://www.stockyardinstitute.org/PedagogicalFactory.html
24.
By “haptic” I am referring to the set of relations concerning contact between
bodies that do not include visual or sound relations. In this sense, this is an active