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Live Better, Help Often & Wonder More: Presentation for Sunday Assembly

It is a pleasure to speak at Sunday Assembly, and I will be sharing how helping others led me to understanding all I needed to find the community I always wanted.  Starting the Ragged University project of knowledge sharing has been the greatest learning journey that Ive ever undertaken, and through doing it I quickly came to identify the basic ingredients that I needed for a happy, balanced life. Read more

The Issues of Patronage and Seeking Patronage: A Thought Experiment in Response

This is a response to a thought experiment sent to me after writing an article called ‘Why Not To Chase Wealth and Status: A Community Project Perspective’. In it I was writing my rationale for not following a frequently offered piece of advice on how to develop the Ragged University as a project. Read more

Why Not To Chase Wealth And Status: A Community Project Perspective

One of the common things which has been proffered to the Ragged University as advice is to “make use of the wealthy and high status individuals in order to deliver the good that Ragged could achieve”. This has been repeatedly mentioned in regards to how to get the project recognised, backed and funded. One person said that ‘the trustees you have in mind are not suitable’… Read more

Studying the Press: Alex Dunedin Answers Questions and Analyses Article From Journalist Kashmira Gander

A journalist recently got in touch with me to ask me about the work which has been happening through Ragged University.  Kashmira Gander had initially asked me to reflect on an article ‘The British university where a degree doesn’t mean a lifetime of debt Learning for love, not money‘ published in Huck Magazine which takes a particular focus on the great work going on at the Free University of Brighton. Read more

Ragged University as a model of education: Power differentials and problems of scale

This presentation was given to the Knowledge, Power and Identity research group at the University of Manchester Institute of Education, on the 29th February 2016.  The research group explores understandings that educational theories, practices and policies work to constitute categories of identity and subjectivity that reflect knowledge and power relations.  Read more