@ -121,7 +121,6 @@ The contradiction embedded in many cultural and educational institutions lies in
The genuine essence of education is not bureaucratic at all, neither does it have to fit and ground its foundations under a bureaucratic roof. “The pedagogical process runs counter to the hierarchical, impersonal qualities of bureaucracy” (Cunningham, 2017). However, people working in educational institutions acknowledge the fact that entrenched bureaucratic systems impose their material constraints on teaching structures and on how these actors in this process interact with each other.“Students and staff are treated as human capital” (Cunningham, 2017). This determination can dehumanize people involved, like when "faculty-as-labor" and "students-as-consumers" are marginalized and treated as just variables.
“there is no
document
of civilisation
@ -164,7 +163,6 @@ In the latter case, the inscription technology used is the sugar blue paste and
### v o c a l a r c h i v e s – t a l k i n g d o c u m e n t s
This chapter is mainly a constellation of some prototypes I created while writing and coping with personal bureaucratic challenges. I provided some further space for my anxiety by unpacking and exploring the material conditions that nourished it within this timeline.
@ -208,7 +206,6 @@ The provided context of this “play” was a social library hosting a masters c
