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"This essay examines the historical conditions of the politics of pedagogy that have shaped the history of postcolonial higher education and attempts at producing countermovements to its subsequent institutionalization. I consider this in relation to pedagogical practices that reference creative forms in avant-garde art and theater. A genealogy of rethinking education through creative means can be traced back to the establishment of Nanyang University and the teaching of contemporary Asian literature by Han Suyin, with later artists such as Wong Hoy Cheong engaging with Paulo Freires ideas on learning in Wongs course on Third World aesthetics, Universiti Bangsar Utamas reimagination of the role that education could play in Kuala Lumpur during the 1998 Reformasi, and most recently Buku Jalans decentering of education. Finally, I consider the pedagogical stakes at hand by exploring the life story of a bookseller in Kelantan and his embodiment of a local cosmopolitanism."

"Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk nrengetahui bagaimana para pelaku culture jamming Dewan Kesepian Jakarta memandang meme sebagai bentuk pembelajaran kritis publik. Meme yang diteliti maknanya ialah meme yang bertemakan politik. Penelitian berusaha meneliti pandangan para pelaku culture jamming Dewan Kesepian Jakarta dengan metode wawancara mendalam. Hasil penelitian mengemukakan bahwa Dewan Kesepian Jakarta melakukan culture jamming karena dipengaruhi oleh pendidikan dan pengalamannya. Meme yang dibagikan oleh Dewan Kesepian Jakarta merupakan ubahan dari produk budaya sebelumnya. Tindakan culture jamming yang dilakukan oleh Dewan Kesepian Jakarta hanya berupaya untuk mengkritik kebijakan aktor politik formal dan Pemerintah. Para pelaku culture jamming mempercayai bahwa meme dapat menjadi pembelajaran kritis publik meski masih berada dalam ranah dunia maya.

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This stucly is a qualitative research that aims to determine how culture jamming actors of Dewan Kesepian Jakarta looheci meme as a form of critical public pedagogy. Memes studied its meaning are political themed memes. The study sought to assess the viewes of the of culture jamming actors at Dewan Kesepian Jakarta with in-depth interviews. The results of the study suggested that Dewan Kesepian Jakarta did culfure jamming as it is infiltrenced by education and experience. Meme shared by Dewan Kesepian Jakarta is a major change from previous cultural products. Culture jamming actions undertaken Dewan Kesepian Jakarta only seeks to criticize the policies of the formal political actors and the Governrnent. Culture jamming acttit s believe that menles can be a critical learning public although still in the realm of cyberspace."

"Pendidikan Agro-ekologi adalah pembelajaran terkait agrikultur yang tidak hanya mempelajari aspek ilmu alam namun juga sosial dari kehidupan pertanian yang kompleks, dengan menekankan pada prinsip pertanian yang memperhatikan ekologi. Pendidikan Agro-ekologi dalam perkembangannya menerapkan pendidikan kritis untuk menumbuhkan kesadaran kritis peserta didik terkait permasalahan agrikultur, khususnya pendidikan agroekologi yang ditujukan untuk masyarakat petani. Pesantren Agro-ekologis Biharul Ulum Bogor merupakan salah satu contoh bentuk pendidikan alternatif swakelola masyarakat yang menerapkan hal tersebut. Penelitian ini bertujuan untuk mengetahui bagaimana proses pembelajaran dalam Pendidikan Agro-ekologi di pesantren Biharul Ulum dilakukan, serta apakah model pendidikan tersebut mampu menumbuhkan kesadaran kritis kepada para peserta didiknya. Penelitian ini menggunkan metode kualitatif, dengan Pesantren Agroekologis Biharul Ulum Bogor sebagai subjek penelitian. Hasil temuan penelitian ini adalah bahwa proses pembelajaran di Pesantren Agro-ekologis Biharul Ulum Bogor menunjukkan beberapa karakteristik pendidikan kritis, namun masih terdapat beragai hambatan yang menyebabkan proses pembelajaran kurang berjalan dengan baik dan menjadi kendala tumbuhnya kesadaran kritis pada peserta didik.

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Education of Agro ecology is agriculture related learning that not only related learning aspects of the natural sciences but also social from complex farming life, with emphasis on ecological agriculture. Education of Agro ecology in its development implements critical education to foster students 39 critical awareness of agriculture issues, especially agroecological education aimed at peasant communities. Pesantren Agro ekologis Biharul Ulum Bogor is one example of an alternative education implement it, and managed by the community itself.

This study aims to find out how the learning process in Education of Agro ecology at Pesantren Biharul Ulum, and whether the model of education is able to cultivate critical awareness to learners. This research uses qualitative method, with Pesantren Agro ekologis Biharul Ulum Bogor as subject of research. The findings of this research is that the learning process in Pesantren Agro ekologis Biharul Ulum Bogor shows some characteristics of critical education, but there are still many obstacles that make the learning process less well run and become a constraint of the growth of critical awareness in the learners."

"This book explores how discipline is typically construed as a form of subjection in contemporary educational thought and in critical and cultural theory more broadly. It provides a critique of this emphasis on the repressive aspects of discipline highlighting its enabling potential and role in the development of dispositions to learning. The book engages with the work of a range of theorists from Foucault, Bourdieu, Merleau-Ponty, Mauss and Spinoza and considers their usefulness in theorizing embodiment and learning in the teaching of writing in the early years of school. Emphasis, however, is placed on the work of Bourdieu and his notion of habitus melding theory and practice in an ethnography of contemporary classrooms. Conceptually elegant and empirically rich, it undercuts conventional wisdom and potentially rearranges how we think about teaching, learning and writing. It argues that students’ bodies not just their minds matter in learning, explaining how, in practice, the desire to learn is a mindful bodily disposition. And it shows how, through an enabling form of discipline, teachers can produce a scholarly habitus in all students, including the educationally disadvantaged and defiant. "

"Discussions on developing an introductory foundation to architecture are always intertwined with the complexities of the subject matter. Do we begin with theory, philosophy, (historical, societal, cultural, and physical) context, spatial exploration, structural understanding, material production, building science, or the ability to convey space visually? How do we sequence these courses in such a way that they are independently coherent and comprehensively capture all important aspects that define architecture? Should discussion of precedents be part or the foundation at all, considering each work holds different set of assumptions of what constitute great architecture, the role of architects in shaping the built environment, and which aspects ot architecture, therefore, should hold priorities over the others?"