The struggle to liberate our common powers of creation - our ‘general intellect’ – transcends the university. This struggle requires the development of ‘hybrid’ (combined online and offline) pedagogical technologies that empower us to democratise or re-common the ownership, means, and the objectives of knowledge production. In this paper, I describe the R.O.S.I. Website Project (Reviving Our Sociological Imaginations) – an experimental pedagogical project run at the University of Warwick in 2016 in which ten undergraduate students were invited to co-design a website that could help its users to cultivate their sociological imaginations – that essential ability to situate our personal problems within their social and historical contexts. This experience leads me to consider the politics of possibility within and beyond the neoliberal university today. Whilst everyday micro-practices of collective freedom can undermine neoliberalism within, our emancipatory objectives may demand macro-practices – the establishment of alternative commons-based institutions beyond the neoliberal university.
{"title":"Beyond the Neo-Liberal University: The R.O.S.I. Website Project and the Liberation of our General Intellect","authors":"J. Lazarus","doi":"10.14288/CE.V9I9.186367","DOIUrl":"https://doi.org/10.14288/CE.V9I9.186367","url":null,"abstract":"The struggle to liberate our common powers of creation - our ‘general intellect’ – transcends the university. This struggle requires the development of ‘hybrid’ (combined online and offline) pedagogical technologies that empower us to democratise or re-common the ownership, means, and the objectives of knowledge production. In this paper, I describe the R.O.S.I. Website Project (Reviving Our Sociological Imaginations) – an experimental pedagogical project run at the University of Warwick in 2016 in which ten undergraduate students were invited to co-design a website that could help its users to cultivate their sociological imaginations – that essential ability to situate our personal problems within their social and historical contexts. This experience leads me to consider the politics of possibility within and beyond the neoliberal university today. Whilst everyday micro-practices of collective freedom can undermine neoliberalism within, our emancipatory objectives may demand macro-practices – the establishment of alternative commons-based institutions beyond the neoliberal university.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"37 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80178341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using the complementary theoretical lenses of critical liberatory (Freirean) pedagogy, critical race theory and blackcrit theory in education, this paper critically examines the experiences of researchers and Black parent activists engaged in grassroots activism directed at challenging the adultification of Black children and their subjugation to disproportionate and punitive disciplining. We look at the barriers Black parents and a multiracial team of researchers have faced when encountering an ideology of anti-blackness as they tried to push the school district away from the zero tolerance disciplinary practices which primarily targeted Black students in Rivertown.
{"title":"Allies, Accomplices, or Troublemakers: Black Families and Scholar Activists Working for Social Justice in a Race-Conscious Parent Engagement Program","authors":"Denise G. Yull, M. Wilson","doi":"10.14288/CE.V9I8.186343","DOIUrl":"https://doi.org/10.14288/CE.V9I8.186343","url":null,"abstract":"Using the complementary theoretical lenses of critical liberatory (Freirean) pedagogy, critical race theory and blackcrit theory in education, this paper critically examines the experiences of researchers and Black parent activists engaged in grassroots activism directed at challenging the adultification of Black children and their subjugation to disproportionate and punitive disciplining. We look at the barriers Black parents and a multiracial team of researchers have faced when encountering an ideology of anti-blackness as they tried to push the school district away from the zero tolerance disciplinary practices which primarily targeted Black students in Rivertown.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"28 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89106832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this essay we use Althusser as our theoretical framework in order to show how schools are no longer ideological state apparatus (ISA) but repressive state apparatus (RSA). In order to show this we give a brief historical timeline. Then we aesthetically compare aesthetic photographs of schools and prisons to show how schools have become RSAs . In addition we compare school rules and prison rules to show how schools have become RSAs.. We conclude that schools were constructed for children and youth to be part of the colonial project. Hence schools are doing exactly what they were intended to do.
{"title":"Mirrored Repressions: Students and Inmates in a Colonial Landscape","authors":"Marisol Ruiz, Dulcinea Lara, D. Greene","doi":"10.14288/CE.V9I7.186120","DOIUrl":"https://doi.org/10.14288/CE.V9I7.186120","url":null,"abstract":"In this essay we use Althusser as our theoretical framework in order to show how schools are no longer ideological state apparatus (ISA) but repressive state apparatus (RSA). In order to show this we give a brief historical timeline. Then we aesthetically compare aesthetic photographs of schools and prisons to show how schools have become RSAs . In addition we compare school rules and prison rules to show how schools have become RSAs.. We conclude that schools were constructed for children and youth to be part of the colonial project. Hence schools are doing exactly what they were intended to do.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"81 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88599694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Spanish language education in the U.S. historically accommodates students who identify with English monolingualism and unmarked Whiteness as a normative cultural order. This distinctive practice relies on the imagination and maintenance of borders, including those realized as international geo-political divisions and discourse within Spanish classrooms themselves (Author, 2014). The present discussion of language ideologies centers student inquiry and discomfort (Boler, 1999) in a basic-level university Spanish classroom; my students’ own narratives and coursework are featured as examples. (In)visible borders are projected onto bodies and voices imagined to speak Spanish (Urciuoli, 1995), symbolically marking those racially, nationally, and/or ethnically different from White learners. An exercise in “critical photography” encouraged students to locate and disrupt these oppressive discourses in and outside our classroom. I share successes and failures with the ways in which our learning community—as well as other students with whom I’ve worked—reconciled “what counted” as socially-responsive language study.
{"title":"Language and borders revisited: Colonizing language and deporting voice in Spanish class","authors":"Adam Schwartz","doi":"10.14288/CE.V9I6.186252","DOIUrl":"https://doi.org/10.14288/CE.V9I6.186252","url":null,"abstract":"Spanish language education in the U.S. historically accommodates students who identify with English monolingualism and unmarked Whiteness as a normative cultural order. This distinctive practice relies on the imagination and maintenance of borders, including those realized as international geo-political divisions and discourse within Spanish classrooms themselves (Author, 2014). The present discussion of language ideologies centers student inquiry and discomfort (Boler, 1999) in a basic-level university Spanish classroom; my students’ own narratives and coursework are featured as examples. (In)visible borders are projected onto bodies and voices imagined to speak Spanish (Urciuoli, 1995), symbolically marking those racially, nationally, and/or ethnically different from White learners. An exercise in “critical photography” encouraged students to locate and disrupt these oppressive discourses in and outside our classroom. I share successes and failures with the ways in which our learning community—as well as other students with whom I’ve worked—reconciled “what counted” as socially-responsive language study.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":" 6","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72381012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Critical media literacy approaches to teaching are a pedagogical imperative in twenty-first century education. It is increasingly important educators rethink what constitutes media and extend this conceptualization to Hollywood film as directors and producers also communicate sociopolitical messages. This article explores the intersection of critical media literacy, Hollywood film, and Black males through the lens of Black cultural projection. We use prior research to argue Black males are portrayed as endangered in school curriculum, namely social studies, and this portrayal parallels what students encounter when watching Hollywood films. The significance of this multimodal distortion of Black males is crucial to consider as films are increasingly used in social studies classrooms. We offer a critical analysis of the Hollywood film The Blind Side as an example of Black cultural projection; then conclude with a call for critical media literacy to be applied towards the use of film in social studies classrooms.
{"title":"Hollywood Films as Social Studies Curriculum: Advancing a Critical Media Literacy Approach to Analyzing Black Male Representation","authors":"Charise Pimentel, C. Busey","doi":"10.14288/CE.V9I4.186194","DOIUrl":"https://doi.org/10.14288/CE.V9I4.186194","url":null,"abstract":"Critical media literacy approaches to teaching are a pedagogical imperative in twenty-first century education. It is increasingly important educators rethink what constitutes media and extend this conceptualization to Hollywood film as directors and producers also communicate sociopolitical messages. This article explores the intersection of critical media literacy, Hollywood film, and Black males through the lens of Black cultural projection. We use prior research to argue Black males are portrayed as endangered in school curriculum, namely social studies, and this portrayal parallels what students encounter when watching Hollywood films. The significance of this multimodal distortion of Black males is crucial to consider as films are increasingly used in social studies classrooms. We offer a critical analysis of the Hollywood film The Blind Side as an example of Black cultural projection; then conclude with a call for critical media literacy to be applied towards the use of film in social studies classrooms.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"11 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75455972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-01DOI: 10.14288/CE.V10I3.186302
Brandyn Heppard
The Art of Liberating Humanity is an essay that gestures at abolitionist prison reform. Situating itself against liberal and neo-liberal calls for greater access to any and all forms of education in prisons, particularly the prevailing trends that encourage STEM and/or business fields, or reductionist arguments for vocational training, as well as against radical abolitionist arguments that prison reforms only serve to “pad the cage,” this essay advocates in favor of a liberal arts and humanities rich curriculum for incarcerated students, particularly because of their ability to activate the radical imagination. Drawing heavily on Herbert Marcuse’s essay, On Liberation , and inspired by tradition of radical pedagogy- and the likes of Freire and hooks- this essay undertakes the prison classroom as a space of resistance with radical potential.
{"title":"The Art of Liberating Humanity","authors":"Brandyn Heppard","doi":"10.14288/CE.V10I3.186302","DOIUrl":"https://doi.org/10.14288/CE.V10I3.186302","url":null,"abstract":"The Art of Liberating Humanity is an essay that gestures at abolitionist prison reform. Situating itself against liberal and neo-liberal calls for greater access to any and all forms of education in prisons, particularly the prevailing trends that encourage STEM and/or business fields, or reductionist arguments for vocational training, as well as against radical abolitionist arguments that prison reforms only serve to “pad the cage,” this essay advocates in favor of a liberal arts and humanities rich curriculum for incarcerated students, particularly because of their ability to activate the radical imagination. Drawing heavily on Herbert Marcuse’s essay, On Liberation , and inspired by tradition of radical pedagogy- and the likes of Freire and hooks- this essay undertakes the prison classroom as a space of resistance with radical potential.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"10 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83058244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Memory and Meaning in the Representations of The American War in Vietnam","authors":"F. Shor","doi":"10.14288/CE.V9I2.186414","DOIUrl":"https://doi.org/10.14288/CE.V9I2.186414","url":null,"abstract":"","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"2 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84763619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article interrogates the idea of giftedness taking a rural/spatial perspective drawing on the work of Pierre Bourdieu. We argue that Bourdieu's framing of gifts as social phenomena illustrates problems with the way that psychologically-grounded assessments of intellectual ability are constructed and promoted. We draw on narrative analysis to illustrate how attention to place-located social gifts can serve as a more robust and fertile foundation for framing giftedness as a social phenomenon. This framing, we argue, suggests the importance of inclusive school communities in which different forms of activity and conceptions of knowledge can recognize the located nature of gifts. We suggest, rather than exclusive programming for those students who are assessed as intellectually gifted, that schooling should support, celebrate and share the multiple gifts students bring to school.
{"title":"Giftedness: A sociological critique from a rural perspective","authors":"M. Corbett, Nathan P. Corbett","doi":"10.14288/CE.V9I1.186273","DOIUrl":"https://doi.org/10.14288/CE.V9I1.186273","url":null,"abstract":"This article interrogates the idea of giftedness taking a rural/spatial perspective drawing on the work of Pierre Bourdieu. We argue that Bourdieu's framing of gifts as social phenomena illustrates problems with the way that psychologically-grounded assessments of intellectual ability are constructed and promoted. We draw on narrative analysis to illustrate how attention to place-located social gifts can serve as a more robust and fertile foundation for framing giftedness as a social phenomenon. This framing, we argue, suggests the importance of inclusive school communities in which different forms of activity and conceptions of knowledge can recognize the located nature of gifts. We suggest, rather than exclusive programming for those students who are assessed as intellectually gifted, that schooling should support, celebrate and share the multiple gifts students bring to school.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"26 1","pages":"1-15"},"PeriodicalIF":1.0,"publicationDate":"2018-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83732190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.14288/CE.V8I15.186337
M. Wolfmeyer, J. Lupinacci, Nataly Z. Chesky
In our efforts to foster space for critical work in STEM (Science, Technology, Engineering, and Mathematics) Education, we put Barad’s notion of agential realism to work in describing the ontological space of STEM. We suggest three intersecting dimensions to this ontology: STEM as apolitical curricular trend, STEM as Eurocentric economic policy, and STEM as discursive episteme. With the goal of interrupting and proposing alternatives, we conclude by pointing to existing spaces where critical work in mathematics and science education already occurs.
{"title":"Three Ontologies of STEM Education: An Apolitical Curricular Trend, Eurocentric Economic Policy, and Discursive Episteme","authors":"M. Wolfmeyer, J. Lupinacci, Nataly Z. Chesky","doi":"10.14288/CE.V8I15.186337","DOIUrl":"https://doi.org/10.14288/CE.V8I15.186337","url":null,"abstract":"In our efforts to foster space for critical work in STEM (Science, Technology, Engineering, and Mathematics) Education, we put Barad’s notion of agential realism to work in describing the ontological space of STEM. We suggest three intersecting dimensions to this ontology: STEM as apolitical curricular trend, STEM as Eurocentric economic policy, and STEM as discursive episteme. With the goal of interrupting and proposing alternatives, we conclude by pointing to existing spaces where critical work in mathematics and science education already occurs.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"5 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90141990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.14288/CE.V8I15.186248
Edmund Adjapong
This paper explores the state of urban science education as it relates to achievement and engagement of urban youth in STEM and provides insight on improving the experiences of urban youth in the science classroom through the lens of an urban science educator. It provides a framework for Hip-Hop Pedagogy in STEM as an innovative approach to teaching and learning, which anchors the culture, realities and lived experiences of urban youth in pedagogy. Finally, this paper provides educators with practical tools and approaches, which were formed from theory and research that transcend the traditional monolithic approach to teaching science and allows educators to learn and incorporate the culture of urban youth within their pedagogy.
{"title":"Bridging Theory and Practice in the Urban Science Classroom: A Framework for Hip-Hop Pedagogy in STEM","authors":"Edmund Adjapong","doi":"10.14288/CE.V8I15.186248","DOIUrl":"https://doi.org/10.14288/CE.V8I15.186248","url":null,"abstract":"This paper explores the state of urban science education as it relates to achievement and engagement of urban youth in STEM and provides insight on improving the experiences of urban youth in the science classroom through the lens of an urban science educator. It provides a framework for Hip-Hop Pedagogy in STEM as an innovative approach to teaching and learning, which anchors the culture, realities and lived experiences of urban youth in pedagogy. Finally, this paper provides educators with practical tools and approaches, which were formed from theory and research that transcend the traditional monolithic approach to teaching science and allows educators to learn and incorporate the culture of urban youth within their pedagogy.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78713043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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