Open accesscreativecommonsShort article (Editorial review)
Published online: July 2018  

Co-operation in action: The Edinburgh student housing co-operative as a pedagogical space

Teresa MacíasORCID and Pablo Pérez RuizORCID

Vol. 51(1), pp. 54-57

https://doi.org/10.61869/VUUG2035

How to cite this article: Macías, T. & Ruiz, P.P. (2018). Co-operation in action: The Edinburgh student housing co-operative as a pedagogical space. Journal of Co-operative Studies, 51(1), 54-57. https://doi.org/10.61869/VUUG2035

Abstract

This short paper describes the aims and learning associated with Edinburgh's largest student housing co-operative.

Read the full article →

References

Asara, V. (2016). The Indignados as a socio-environmental movement: Framing the crisis and democracy. Environmental Policy and Governance, 26(6), 527-542.  https://doi.org/10.1002/eet.1721

Brown, W. (2009). Edgework: Critical essays on knowledge and politics. Princeton University Press. https://doi.org/10.1515/9781400826872

Edinburgh Student Housing Cooperative (n.d.). Home page. https://www.eshc.coop/

Foucault, M. (2007). 12: 29 March 1978. In M. Senellart (Ed.). (2007) Security, territory, population: Lectures at the Collège de France, 1977-78. Palgrave MacMillan. (Original work published in 1978).

Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury Publishing. (Original work published in 1970).

Freire, P. (2014). Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Publishing. (Original work published in 1992).

Giroux, H. (2002). Neoliberalism, corporate culture, and the promise of higher education: The university as a democratic public sphere. Harvard Educational Review 72(4), 425-46.  https://doi.org/10.17763/haer.72.4.0515nr62324n71p1

Jarvis, P. (2006). The Socratic method. In P. Jarvis (Ed.). The Theory and practice of teaching (2nd edition). (pp. 90-96). Kogan Page.

Mignolo, W. D. (2009). Epistemic disobedience, independent thought and decolonial freedom. Theory, Culture & Society, 26(7-8), 159-181.  https://doi.org/10.1177/0263276409349275

Prádanos, L. (2015). The pedagogy of degrowth: Teaching Hispanic studies in the age of social inequality and ecological collapse. Arizona Journal of Hispanic Cultural Studies 19, 153-168. https://doi.org/10.1353/hcs.2016.0029

Schrift, A.D. (2000). Nietzsche, Foucault, Deleuze, and the subject of radical democracy. Angelaki: Journal of the Theoretical Humanities, 5(2), 152-161.  https://doi.org/10.1080/09697250020012250