My journey through Unit 2, focusing on the future of work, commenced with an engaging collaboration of the MA AI and the MA CCC course. My group brings together various cultural and educational backgrounds, creating a space for exploring different subjects together.
Our journey into speculative thinking and collaborative research began with a tutorial session led by our tutor. We established a group agreement from the start, emphasising the importance of clear communication and mutual respect. This was our first lesson in teamwork, underscoring the foundation for a productive collaboration. Our discussions changed into defining what work means, identifying workplace challenges, and envisioning the ideal work environment. This brainstorming session set the stage for our project, highlighting the critical areas we wanted to explore.
The following day marked the beginning of our deep dive into speculative thinking. Our tutors introduced us to four thought-provoking articles, challenging my comprehension and encouraging me to engage deeply with complex ideas. Despite the initial struggle, this experience was eye-opening, revealing the need to enhance my reading skills. We shared tips on effective note-taking and discussion strategies to understand the authors’ points and contexts better. This collaborative learning process was invaluable, helping me grasp the complexities of the material.
- ‘Experiments in Imagining Otherwise’ by Lola Olufemi
- Which posited that changing people’s conceptions of living could transform their self-understanding and societal relations. This reading encourages reflections on the essence of being alive, societal roles, and the aspects of existence under our control. Olufemi’s emphasis on designing beyond architecture—encompassing the language we use to interpret the world—challenged us to question the necessity of defining and finding meaning in everything.
- ‘The Carrier Bag Theory of Fiction’ by Ursula K. Le Guin
- Le Guin proposed viewing technology and science as cultural narratives rather than tools of domination, which opened up science fiction as a genre grounded in realism rather than mythology. This reading led us to contemplate the linear perception of history, the heroes celebrated by society, and the narratives excluded from mainstream discourse.
Our class on speculation was particularly transformative. It presented speculation as an exercise in imagination and a critical tool for analytical thinking. This perspective on speculative thinking was a revelation, showcasing its relevance beyond academic settings as a method for tackling real-world issues.
On February 14, we continued with a workshop on the theme ‘The speculative allows us to workshop the impossible‘. This session connected theoretical concepts to personal experiences, enabling a deep discussion on unpaid work—a topic close to our experience. The insightful feedback from our tutors led us to a thought-provoking question: What if all the work was unpaid?
This spurred a critical examination of the work’s value and societal impact, directing our project towards issues like unpaid labour, nepotism, immigration, and the lifestyle of digital nomads. This journey has been unlearning and relearning, challenging us to question established norms and envision alternative futures. Through collaborative exploration and critical engagement with speculative thinking, we’ve begun to navigate the complex terrain of work, value, and societal change.