• establish learning how to learn as the foundation for sound educational practice;
   
• develop advanced reading and writing skills, based on an understanding of language whereby we critically examine the ways in which narratives and metaphors are tools of power which shape our sense of who we are and how we make sense of the world;
   
• investigate how the modern world is built upon and continues to be politically and imaginatively shaped by colonialism/imperialism, starting with European colonialism, and the liberation of individuals and societies is impossible without first decolonising the mind;
   
• become conversant with how the modern world is built upon and continues to be politically and imaginatively shaped by capitalism/neoliberalism, and how environmental justice and the liberation of humankind is impossible without non-violent revolutions worldwide;
   
• acknowledge anthropogenic climate change and the collapse of biodiversity both pose an imminent existential threat to Homo sapiens, and such a threat can only be defeated by grassroots non-violent direct action, beginning with a switch to a plant-based diet;
   
• dream of a cybernetic heterotopia all watched over by neurodiverse machines of genderfluid grace, in which none shall dominate any another, be it through violence, knowledge, or charisma; and all shall be able to travel freely within and between communities;
   
• believe communities and societies governed by socialist principles and non-coercive democratic participatory decision making are together likely to prove the more effective and compassionate means of establishing and maintaining a just and peaceful world;
   
• recognize how all forms of social and environmental injustice are multidimensional, such that racism, sexism, homophobia, classism, ableism, and neurelitism are discursive, performative, structural, and historical, as well as being mutually co-constitutive;
   
• engage in revolutionary non-violent direct action, such as strikes, marches, community education, lobbying, blogging, civil disobedience, boycotts and culture jamming, to defend individuals and communities from social, political, economic, and environmental injustice;
   
• affirm creativity, including creative writing (including poetry, prose, and drama), as something that is of value in itself and as a vital tool for effecting both personal and political change, whilst pursuing the the student charter principles outlined herein;
   
• explore the discipline of Literature through reading the ClⒶgsborough One HundrⒶd and pertinent supporting historical and theoretical texts, as a platform for developing the advanced creative writing skill required to author a major work of radical literary fiction;
   
• facilitate a peaceful and equitable campus culture such that everyone feels safe.

 © Fortitude J B Huddlebeck 2021