The project of liberatory education is fraught with complications in a Small Liberal Arts College or SLAC environment. Authors bell hooks and Paulo Freire look to an ethics of care, love, and mutual restoration of humanity through teaching openly and freely. My initial teaching experiences as an assistant professor revealed that this liberatory aim could not be fulfilled at the college campus, so I taught in a prison college education program. The goals of this article are: 1) to elucidate the complicated relationship that a woman faculty of color at the intersections of multiple identities has in adjusting to the SLAC environment; 2) to expound upon my weekly exit from campus and entry into prison education as a vehicle to advance institutional goals for outreach and social justice; 3) to interrogate prison education epistemologies and describe the counternarratives and practical strategies developed in a course on Race and Politics in Brazil to decolonize the curriculum; and 4) to express the realities of teaching a Black-centered, intersectional course in an all-male maximum security prison setting. It was through this practical prison teaching experience that I stretched the limits of my practice of education and found a temporary home in which to do so.
{"title":"Beyond the Gates: Teaching Race and Politics in Brazil in a Prison Education Program","authors":"Jaira Harrington","doi":"10.5195/rt.2021.897","DOIUrl":"https://doi.org/10.5195/rt.2021.897","url":null,"abstract":"The project of liberatory education is fraught with complications in a Small Liberal Arts College or SLAC environment. Authors bell hooks and Paulo Freire look to an ethics of care, love, and mutual restoration of humanity through teaching openly and freely. My initial teaching experiences as an assistant professor revealed that this liberatory aim could not be fulfilled at the college campus, so I taught in a prison college education program. The goals of this article are: 1) to elucidate the complicated relationship that a woman faculty of color at the intersections of multiple identities has in adjusting to the SLAC environment; 2) to expound upon my weekly exit from campus and entry into prison education as a vehicle to advance institutional goals for outreach and social justice; 3) to interrogate prison education epistemologies and describe the counternarratives and practical strategies developed in a course on Race and Politics in Brazil to decolonize the curriculum; and 4) to express the realities of teaching a Black-centered, intersectional course in an all-male maximum security prison setting. It was through this practical prison teaching experience that I stretched the limits of my practice of education and found a temporary home in which to do so. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"59 4","pages":"24-30"},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518640","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}
The authors - a faculty member from the humanities, a chief diversity officer and a student leader - offer a "lessons-learned" essay in which they describe providing an LGBTQ+ ally education workshop to a group of adults with developmental disabilities. We describe the the obstacles and the payoffs of collaboration across academic units and roles and a commitment not merely to adapt curriculum with accessiblity in mind but to radically reimagine it, and, in the process, more fully coming to embrace the idea of universal design.
{"title":"LGBTQ+ Ally Education for Adults with Disabilities","authors":"A. Rutkowski, robbie routenberg, Vanessa Cepeda","doi":"10.5195/rt.2021.850","DOIUrl":"https://doi.org/10.5195/rt.2021.850","url":null,"abstract":"The authors - a faculty member from the humanities, a chief diversity officer and a student leader - offer a \"lessons-learned\" essay in which they describe providing an LGBTQ+ ally education workshop to a group of adults with developmental disabilities. We describe the the obstacles and the payoffs of collaboration across academic units and roles and a commitment not merely to adapt curriculum with accessiblity in mind but to radically reimagine it, and, in the process, more fully coming to embrace the idea of universal design.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"69 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78963180","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":"For Whom The Bell Does Not Ring","authors":"Bruce Gorden","doi":"10.5195/rt.2021.815","DOIUrl":"https://doi.org/10.5195/rt.2021.815","url":null,"abstract":"<jats:p>A poem.</jats:p>","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"5 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75023018","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}
English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed by critical pedagogy decentered whiteness in the curriculum, while creating needed opportunities for students and faculty to engage in cross-racial dialogue about systemic racism.
{"title":"Antiracist and Faith-based: Critical Pedagogy-Informed Writing and Information Literacy Instruction at a Hispanic-Serving, Lutheran Liberal Arts University","authors":"Jolivette Mecenas, Yvonne Wilber, M. Kwast","doi":"10.5195/rt.2021.901","DOIUrl":"https://doi.org/10.5195/rt.2021.901","url":null,"abstract":"English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed by critical pedagogy decentered whiteness in the curriculum, while creating needed opportunities for students and faculty to engage in cross-racial dialogue about systemic racism. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"111 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80732755","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}
Writing the class notes for the alumni magazine at a liberal arts college serves many purposes. This article explores how the motives of the person who writes the notes may come in conflict with the powers that be at the school, especially when the notes touch on topics that are seen as "political" or potentially controversial.
{"title":"The Corporatization of the Liberal Arts College: Even the Class Notes!","authors":"Richie Zweigenhaft","doi":"10.5195/rt.2021.918","DOIUrl":"https://doi.org/10.5195/rt.2021.918","url":null,"abstract":"Writing the class notes for the alumni magazine at a liberal arts college serves many purposes. This article explores how the motives of the person who writes the notes may come in conflict with the powers that be at the school, especially when the notes touch on topics that are seen as \"political\" or potentially controversial. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"73 5 1","pages":"42-45"},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518625","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}
Poem about a Walt Whitman poem that disappears from a high school anthology.
这首诗是关于一首沃尔特·惠特曼的诗，从高中选集里消失了。
{"title":"Sensory Details","authors":"Todd Friedman","doi":"10.5195/rt.2021.864","DOIUrl":"https://doi.org/10.5195/rt.2021.864","url":null,"abstract":"Poem about a Walt Whitman poem that disappears from a high school anthology.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"15 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86889052","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 teaching note offers a description of the analysis of features of the phenomenon of police harassment of trans and gender non-conforming folks as an illustration of gender as a social structure and related course concepts, with a focus on how the use of this illustration enhances student understanding of ideas central to the course.
{"title":"Teaching Gender as Social Structure: “Walking While Trans” as Illustration","authors":"Jillian Crocker","doi":"10.5195/rt.2021.960","DOIUrl":"https://doi.org/10.5195/rt.2021.960","url":null,"abstract":"This teaching note offers a description of the analysis of features of the phenomenon of police harassment of trans and gender non-conforming folks as an illustration of gender as a social structure and related course concepts, with a focus on how the use of this illustration enhances student understanding of ideas central to the course.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"37 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87159165","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}
White supremacy served as the foundation of the transatlantic slave trade and the subsequent practice of chattel slavery in the United States.[i] As such, it is not an exaggeration to say that US history is rooted in the oppression of non-white populations who have experienced and continue to experience various forms of physical and emotional harm. It is in this context that we examine how undergraduate students from XXX University, a predominantly white liberal arts institution, experienced the summer 2019 study abroad ‘Maymester’ excursion to Ghana where the transatlantic slave trade was the main focus of one of the courses, Precolonial African history.[ii] We argue that an interracial dialogue on the terror of whiteness on Black bodies and in Black spaces, which is steeped in historical context, develops when white student voices do not predominate classroom discussions. By centering the co-author’s account of the program, we show that when decentering the white voice, which is generally that of the dominant student population, white students can achieve a reconsideration of their understanding of self, others, and of African and global histories. This article also stresses the importance prioritizing cultural competence as a student goal in light of some of the preconceived notions they held about Ghana and Africa, and finally, we argue that universities have a moral responsibility to introduce Anti-racist pedagogy into the classrooms as a measure to fight white supremacist ideology. [i] Gary Dorrien, “Achieving the Black Social Gospel, “ Breaking White Supremacy: Martin Luther King Jr. and the Black Social Gospe (New Haven, CY: Yale University Press, 2018), 1. [ii] Split into two courses, the four-week study program spanned two weeks each.
{"title":"Experiential Learning in Ghana: Decentering the White Voice","authors":"Robin P. Chapdelaine, Megan Toomer","doi":"10.5195/rt.2021.898","DOIUrl":"https://doi.org/10.5195/rt.2021.898","url":null,"abstract":"White supremacy served as the foundation of the transatlantic slave trade and the subsequent practice of chattel slavery in the United States.[i] As such, it is not an exaggeration to say that US history is rooted in the oppression of non-white populations who have experienced and continue to experience various forms of physical and emotional harm. It is in this context that we examine how undergraduate students from XXX University, a predominantly white liberal arts institution, experienced the summer 2019 study abroad ‘Maymester’ excursion to Ghana where the transatlantic slave trade was the main focus of one of the courses, Precolonial African history.[ii] We argue that an interracial dialogue on the terror of whiteness on Black bodies and in Black spaces, which is steeped in historical context, develops when white student voices do not predominate classroom discussions. By centering the co-author’s account of the program, we show that when decentering the white voice, which is generally that of the dominant student population, white students can achieve a reconsideration of their understanding of self, others, and of African and global histories. This article also stresses the importance prioritizing cultural competence as a student goal in light of some of the preconceived notions they held about Ghana and Africa, and finally, we argue that universities have a moral responsibility to introduce Anti-racist pedagogy into the classrooms as a measure to fight white supremacist ideology. \u0000 \u0000[i] Gary Dorrien, “Achieving the Black Social Gospel, “ Breaking White Supremacy: Martin Luther King Jr. and the Black Social Gospe (New Haven, CY: Yale University Press, 2018), 1. \u0000[ii] Split into two courses, the four-week study program spanned two weeks each.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"48 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87021952","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}
Many students experience difficulty with the tensions and disjunctures between their vernacular ways of communication and standardized college English. The history of linguistic standardization in European imperialism, however, provides a pedagogically helpful critical heuristic for examining with students the power relations inherent in college writing instruction. By historicizing the entanglements of language and power, students are empowered to choose how and what they want to learn based on an awareness of their educational situatedness and with the support of a open and reflexive instructor.
{"title":"Writing, History, and Power in the Classroom","authors":"Lance Thurner","doi":"10.5195/rt.2021.975","DOIUrl":"https://doi.org/10.5195/rt.2021.975","url":null,"abstract":"Many students experience difficulty with the tensions and disjunctures between their vernacular ways of communication and standardized college English. The history of linguistic standardization in European imperialism, however, provides a pedagogically helpful critical heuristic for examining with students the power relations inherent in college writing instruction. By historicizing the entanglements of language and power, students are empowered to choose how and what they want to learn based on an awareness of their educational situatedness and with the support of a open and reflexive instructor. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"221 ","pages":"99-101"},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518639","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 explores the possibilities and limitations of online teaching, based on our experience transforming a study abroad program to Argentina into an online class, amidst the COVID-19 pandemic and uprisings for racial justice. In a moment when radical educators and activists are moving online, the article considers the spatial politics involved in teaching about protest and resistance online, and in establishing transnational solidarities between U.S. and Latin American scholars, artists, activists, and students. We introduce the theory and practice of a trasnational feminist pedagogy that incorporates embodied knowledge, fosters transnational collaborations, and promotes liberatory learning practices. Drawing on autoethnography, participant observation, visual and media analysis, student interaction with course materials, and interviews with transnational feminist scholars, we investigate how educators and students adapt their teaching and learning practices to an online environment. Transnational feminist pedagogy is a flexible method that allows for transformative teaching, is attentive to power dynamics in and out of the classroom, and maintains commitments to antiracist, feminist and socialist pedagogy.
{"title":"Towards A Pedagogy of Transnational Feminism When Teaching and Activism Go Online","authors":"Cara Snyder, Sabrina González","doi":"10.5195/rt.2021.857","DOIUrl":"https://doi.org/10.5195/rt.2021.857","url":null,"abstract":"This article explores the possibilities and limitations of online teaching, based on our experience transforming a study abroad program to Argentina into an online class, amidst the COVID-19 pandemic and uprisings for racial justice. In a moment when radical educators and activists are moving online, the article considers the spatial politics involved in teaching about protest and resistance online, and in establishing transnational solidarities between U.S. and Latin American scholars, artists, activists, and students. We introduce the theory and practice of a trasnational feminist pedagogy that incorporates embodied knowledge, fosters transnational collaborations, and promotes liberatory learning practices. Drawing on autoethnography, participant observation, visual and media analysis, student interaction with course materials, and interviews with transnational feminist scholars, we investigate how educators and students adapt their teaching and learning practices to an online environment. Transnational feminist pedagogy is a flexible method that allows for transformative teaching, is attentive to power dynamics in and out of the classroom, and maintains commitments to antiracist, feminist and socialist pedagogy.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"5 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81956104","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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