In this contribution, we examine a virtual, cross-campus collaboration during the fall of 2020. Our goal was for students to develop deeper knowledge of the materiality of borders through course content as well as getting to know each other and their different contexts in iterative ways. We approached this goal by intentionally seeking to engage our students, who were facing virtual classes for the second or third time given the Covid-19 pandemic. We knew students struggled with online platforms in previous terms and aimed to provide a classroom experience that recognized the limits of screen-based interaction and the multitude of precarities accentuated by the pandemic. While attending our classes, students were also facing the interlocking effects of Covid-19 including illness and death in their families, effects on their employment and mobility, and associated mental health struggles. Thus, community building within and across these classes was key as we navigated teaching online. Finally, we address our social location regarding course content given our complicated histories of migration and identities as undocuscholars: growing up and attending higher education undocumented in the U.S. (though no longer undocumented).
{"title":"Navigating Borders During the Pandemic: A Collaborative Multi-Sited Approach","authors":"Paloma Villegas, Francisco Villegas","doi":"10.5195/rt.2023.1029","DOIUrl":"https://doi.org/10.5195/rt.2023.1029","url":null,"abstract":"In this contribution, we examine a virtual, cross-campus collaboration during the fall of 2020. Our goal was for students to develop deeper knowledge of the materiality of borders through course content as well as getting to know each other and their different contexts in iterative ways. We approached this goal by intentionally seeking to engage our students, who were facing virtual classes for the second or third time given the Covid-19 pandemic. We knew students struggled with online platforms in previous terms and aimed to provide a classroom experience that recognized the limits of screen-based interaction and the multitude of precarities accentuated by the pandemic. While attending our classes, students were also facing the interlocking effects of Covid-19 including illness and death in their families, effects on their employment and mobility, and associated mental health struggles. Thus, community building within and across these classes was key as we navigated teaching online. Finally, we address our social location regarding course content given our complicated histories of migration and identities as undocuscholars: growing up and attending higher education undocumented in the U.S. (though no longer undocumented).","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"35 21","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588971","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}
D. Chapman, J. Dellecave, Adanna Kai Jones, S. Kivenko, Mario LaMothe, Queen Lailye Weidman, Meccasia Zabriskie
The Un/Commoning Pedagogies Collective is a cohort of educators committed to centering embodiment in our social justice education work. As seven dancer-scholars, variably positioned, and differentially located within the academy, we bring movement-based pedagogies into our teaching across the intersections of diverse fields—Anthropology, Sociology, African American and Africana Studies, Gender, Sexuality and Women’s Studies, Dance, and Performance Studies. Here, we offer a glimpse into our concerns, commitments, and experiences and invite you to join us in this process. We write from the urgent need to craft spaces for co-creating knowledge through body-based, intersectional anti-racist methods that move with, rather than negate, difference, and together as authors share strategies and methods for cultivating such opportunities, as well as our own experiences of doing so from our divergent positionalities.
{"title":"Un/Commoning Pedagogies: Moving To/Gather in Difference","authors":"D. Chapman, J. Dellecave, Adanna Kai Jones, S. Kivenko, Mario LaMothe, Queen Lailye Weidman, Meccasia Zabriskie","doi":"10.5195/rt.2023.1002","DOIUrl":"https://doi.org/10.5195/rt.2023.1002","url":null,"abstract":"The Un/Commoning Pedagogies Collective is a cohort of educators committed to centering embodiment in our social justice education work. As seven dancer-scholars, variably positioned, and differentially located within the academy, we bring movement-based pedagogies into our teaching across the intersections of diverse fields—Anthropology, Sociology, African American and Africana Studies, Gender, Sexuality and Women’s Studies, Dance, and Performance Studies. Here, we offer a glimpse into our concerns, commitments, and experiences and invite you to join us in this process. We write from the urgent need to craft spaces for co-creating knowledge through body-based, intersectional anti-racist methods that move with, rather than negate, difference, and together as authors share strategies and methods for cultivating such opportunities, as well as our own experiences of doing so from our divergent positionalities.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"93 6","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586356","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 introduction to issue 127 of Radical Teacher, introducing the issue's essays and their common themes.
《激进教师》第127期的导言，介绍了这期的文章和它们的共同主题。
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Carole Gibbs, Nwando Achebe, Brian Johnson, Chioma Nwaiche, Daniel Velez Ortiz
In a period of growing support as well as hostility toward, diversity, equity and inclusion (DEI) in the United States, we developed two college-level DEI minors. We grounded each minor in critical pedagogy, a broad theoretical and philosophical perspective on the purpose and process of education that encapsulates a variety of practices and methods. The goal was to move beyond performative DEI by collaborating with students to develop the necessary tools to become engaged and self-managed citizens both nationally and globally. As such, we embedded dialogue, self-reflection, diverse knowledge networks and sources, and critical frameworks into the minors, as we sought to balance developing critical awareness with working toward change. In the following paper, we describe these basic elements of critical pedagogy to transformative DEI and link them to the processes of constructing and ultimately delivering the minors. Key examples are provided to demonstrate the implementation of these elements in our work. We conclude with our reflections on how this experience may inform similar efforts.
{"title":"Constructing College-Level Diversity, Equity, and Inclusion (DEI) Minors—Moving from Performative to Transformative DEI","authors":"Carole Gibbs, Nwando Achebe, Brian Johnson, Chioma Nwaiche, Daniel Velez Ortiz","doi":"10.5195/rt.2023.977","DOIUrl":"https://doi.org/10.5195/rt.2023.977","url":null,"abstract":"In a period of growing support as well as hostility toward, diversity, equity and inclusion (DEI) in the United States, we developed two college-level DEI minors. We grounded each minor in critical pedagogy, a broad theoretical and philosophical perspective on the purpose and process of education that encapsulates a variety of practices and methods. The goal was to move beyond performative DEI by collaborating with students to develop the necessary tools to become engaged and self-managed citizens both nationally and globally. As such, we embedded dialogue, self-reflection, diverse knowledge networks and sources, and critical frameworks into the minors, as we sought to balance developing critical awareness with working toward change. In the following paper, we describe these basic elements of critical pedagogy to transformative DEI and link them to the processes of constructing and ultimately delivering the minors. Key examples are provided to demonstrate the implementation of these elements in our work. We conclude with our reflections on how this experience may inform similar efforts.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"89 12","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586778","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 essay considers the meanings, operations, and effects on educational life of hegemonic wellness, a term the author coins to capture a recurring discourse emerging from his recent seminar work with a group of graduate students. Hegemonic wellness refers to a developing school movement aimed at positioning neo-liberal ‘wellness’ discourses as the most socially valued means of making sense of an educator’s workplace health. It constructs notions of healing and care as radically individualist pursuits, deeply anti-communitarian in theory and practice, and best positioned to serve existing power structures rather than to contest them. In naming and contesting hegemonic wellness, the author expects that teachers may find a language of recognition, affirmation, and contestation that can come to bear upon their practices.
{"title":"Hegemonic Wellness: A Post-Covid Assault on Teachers and Teaching","authors":"R. Saul","doi":"10.5195/rt.2023.1176","DOIUrl":"https://doi.org/10.5195/rt.2023.1176","url":null,"abstract":"This essay considers the meanings, operations, and effects on educational life of hegemonic wellness, a term the author coins to capture a recurring discourse emerging from his recent seminar work with a group of graduate students. Hegemonic wellness refers to a developing school movement aimed at positioning neo-liberal ‘wellness’ discourses as the most socially valued means of making sense of an educator’s workplace health. It constructs notions of healing and care as radically individualist pursuits, deeply anti-communitarian in theory and practice, and best positioned to serve existing power structures rather than to contest them. In naming and contesting hegemonic wellness, the author expects that teachers may find a language of recognition, affirmation, and contestation that can come to bear upon their practices. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"27 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78169274","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}
Democratic socialism has experienced a resurgence in the past decade. According to a 2019 Gallup poll, 43% of all Americans, and 58% of those between 18 and 34, believe that socialism would be a “good thing” for the country. A 2021 Gallup poll found that 65% of Democrats, compared with 14% of Republicans, have a positive view of socialism. Democratic Socialists of America has grown from about 6,000 members to about 100,000 members. A growing number of self-identified socialists have been elected to public office. But when people say they support the idea of socialism, what do they mean? Or do they even know what they mean? In 2000, I taught a new course called “Democratic Socialism, American Style” for the first time and have offered it several times since. The course examines democratic socialism in America from several angles – as a utopian vision, as a social and political movement, as a set of practical public policies, and in contrast to more progressive social democracies in other countries.
{"title":"Teaching About Democratic Socialism, American Style","authors":"P. Dreier","doi":"10.5195/rt.2023.1155","DOIUrl":"https://doi.org/10.5195/rt.2023.1155","url":null,"abstract":"Democratic socialism has experienced a resurgence in the past decade. According to a 2019 Gallup poll, 43% of all Americans, and 58% of those between 18 and 34, believe that socialism would be a “good thing” for the country. A 2021 Gallup poll found that 65% of Democrats, compared with 14% of Republicans, have a positive view of socialism. Democratic Socialists of America has grown from about 6,000 members to about 100,000 members. A growing number of self-identified socialists have been elected to public office. But when people say they support the idea of socialism, what do they mean? Or do they even know what they mean? In 2000, I taught a new course called “Democratic Socialism, American Style” for the first time and have offered it several times since. The course examines democratic socialism in America from several angles – as a utopian vision, as a social and political movement, as a set of practical public policies, and in contrast to more progressive social democracies in other countries.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"15 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81644356","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}
These poems are trying to tell the life stories of two generations of immigrants. Grand-parents immigrated from Crimea to Ottoman Empire, a superpower at the time, but imploding shortly after to a small modern republic, still in trouble, and the grand-children immigrated to the States, a superpower, and experiencing the fear that she might also become soon a third-world country.I prefer not to explicate my poems, they should speak independently. This time, I felt the urge to tell the background story. Forgive my intrusion.
{"title":"Two Poems","authors":"Adnan Adam Onart","doi":"10.5195/rt.2023.1144","DOIUrl":"https://doi.org/10.5195/rt.2023.1144","url":null,"abstract":"These poems are trying to tell the life stories of two generations of immigrants. Grand-parents immigrated from Crimea to Ottoman Empire, a superpower at the time, but imploding shortly after to a small modern republic, still in trouble, and the grand-children immigrated to the States, a superpower, and experiencing the fear that she might also become soon a third-world country.I prefer not to explicate my poems, they should speak independently. This time, I felt the urge to tell the background story. Forgive my intrusion.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"648 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76833662","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, reprinted from Radical Teacher #9 (1978), describes a student-initiated and student-taught course, “Towards a Socialist America,” that was offered at Wesleyan University in the mid-late 1970s.
{"title":"A Student-Initiated Course in Socialism","authors":"E. Arnesen, David T. W Ebb, Stephen Rome, S. Ward","doi":"10.5195/rt.2023.1165","DOIUrl":"https://doi.org/10.5195/rt.2023.1165","url":null,"abstract":"This article, reprinted from Radical Teacher #9 (1978), describes a student-initiated and student-taught course, “Towards a Socialist America,” that was offered at Wesleyan University in the mid-late 1970s.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"84 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76119549","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 Young Socialists' Magazine, published from 1908-1920, was the first radical working-class children's magazine in the United States. In its pages appeared the writings of prominent political figures such as Rosa Luxemburg and Eugene Debs and those of such noted authors as Leo Tolstoy and Maxim Gorky. The lively content of the magazine also included poetry, songs, folktales, essays, and cartoons as well as a revisionist history of the United States from the Revolutionary War through Reconstruction. These features of the 15–18-page newspaper-size magazine were used to construct a working-class cultural identification in children that was tied to radical socialist activity. The cultural articles created role models and an alternative value structure while the political articles forged an allegiance to socialist politics. The unique feature of using sophisticated reading materials for children to develop a cultural identification tied to radical politics provides one model for developing oppositional cultural forms. This model may prove useful to educators today who are redesigning curricular materials to include race, ethnicity, gender, and class perspectives that have been marginalized from mainstream texts.
{"title":"A Radical Culture for Children of the Working Class: The Young Socialists' Magazine, 1908-1920","authors":"Florence Tager","doi":"10.5195/rt.2023.1181","DOIUrl":"https://doi.org/10.5195/rt.2023.1181","url":null,"abstract":"The Young Socialists' Magazine, published from 1908-1920, was the first radical working-class children's magazine in the United States. In its pages appeared the writings of prominent political figures such as Rosa Luxemburg and Eugene Debs and those of such noted authors as Leo Tolstoy and Maxim Gorky. The lively content of the magazine also included poetry, songs, folktales, essays, and cartoons as well as a revisionist history of the United States from the Revolutionary War through Reconstruction. These features of the 15–18-page newspaper-size magazine were used to construct a working-class cultural identification in children that was tied to radical socialist activity. The cultural articles created role models and an alternative value structure while the political articles forged an allegiance to socialist politics. The unique feature of using sophisticated reading materials for children to develop a cultural identification tied to radical politics provides one model for developing oppositional cultural forms. This model may prove useful to educators today who are redesigning curricular materials to include race, ethnicity, gender, and class perspectives that have been marginalized from mainstream texts.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"71 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135520290","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}
Teaching involves the responsibility of ensuring that learning spaces are both inclusive and equitable for all students, specifically marginalized groups. With the many issues that we as educators face in the current day, it is overwhelming at times to consider best practices to ensure that cultural competency and inclusion are actionable and apparent in the classroom. However, now more than ever, there is an urgency to begin actionable steps that move our schools and classrooms towards true inclusion with equitable practices. This suggests questions we can consider to help us recognize and act on this urgency: Are educators equipped with the necessary tools and support to implement lessons that mirror the growing diversity of students? What affects what they do? Are educators equipped with planning tools that also emphasize the importance and necessity of self-reflection as leaders in classrooms and learning spaces? Lastly, how can we use stories and histories to advance student knowledge and celebrate perspectives and inclusion? To address these questions I provide a four-dimensional framework which can be used to plan, analyze, and evaluate the content we present and implement in our classrooms. Such a framework allows a simplified, yet effective method of building and sustaining a truly inclusive and culturally minded learning space.
{"title":"Using Storytelling and Histories to Create Inclusive Spaces","authors":"Marlee Bunch","doi":"10.5195/rt.2023.1109","DOIUrl":"https://doi.org/10.5195/rt.2023.1109","url":null,"abstract":"Teaching involves the responsibility of ensuring that learning spaces are both inclusive and equitable for all students, specifically marginalized groups. With the many issues that we as educators face in the current day, it is overwhelming at times to consider best practices to ensure that cultural competency and inclusion are actionable and apparent in the classroom. However, now more than ever, there is an urgency to begin actionable steps that move our schools and classrooms towards true inclusion with equitable practices. This suggests questions we can consider to help us recognize and act on this urgency: Are educators equipped with the necessary tools and support to implement lessons that mirror the growing diversity of students? What affects what they do? Are educators equipped with planning tools that also emphasize the importance and necessity of self-reflection as leaders in classrooms and learning spaces? Lastly, how can we use stories and histories to advance student knowledge and celebrate perspectives and inclusion? To address these questions I provide a four-dimensional framework which can be used to plan, analyze, and evaluate the content we present and implement in our classrooms. Such a framework allows a simplified, yet effective method of building and sustaining a truly inclusive and culturally minded learning space.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"3 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84341297","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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