This review essay discusses the educational resources on democratic socialism that the author encountered and in some cases co-created after retiring from academia and working to develop the pedagogical and activist missions of the Democratic Socialists of America Fund as Chair of the DSA Fund Board. Based on this experience, it offers his ideal version of Socialism 101.
{"title":"Socialism 101","authors":"M. Bennett","doi":"10.5195/rt.2023.1187","DOIUrl":"https://doi.org/10.5195/rt.2023.1187","url":null,"abstract":"This review essay discusses the educational resources on democratic socialism that the author encountered and in some cases co-created after retiring from academia and working to develop the pedagogical and activist missions of the Democratic Socialists of America Fund as Chair of the DSA Fund Board. Based on this experience, it offers his ideal version of Socialism 101.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"2 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79559482","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 following text is a review of different experiences teaching socialism as a way to think critically about the world. Starting from the original 19th-century texts, it discusses the way in which socialists drew the contours of a better, more just, less unequal, less oppressive society, as well as the contradictions and limits of these projects, in particular by looking at the recent choices that socialist leaders have made in Europe. Working with a recent historiography that is more interested in practices and implementations than in theoretical debates, the essay also reflects on the successes obtained but also on possible drifts and failures. Socialism as it has been conceived and practiced in the wake of European industrialization does not offer a ready-made solution to the problems of our time, but the plurality of socialist projects and practices opens avenues for rethinking our world.
{"title":"Teaching about European Socialism to Rethink our Societies","authors":"Sandrine Kott","doi":"10.5195/rt.2023.1166","DOIUrl":"https://doi.org/10.5195/rt.2023.1166","url":null,"abstract":"The following text is a review of different experiences teaching socialism as a way to think critically about the world. Starting from the original 19th-century texts, it discusses the way in which socialists drew the contours of a better, more just, less unequal, less oppressive society, as well as the contradictions and limits of these projects, in particular by looking at the recent choices that socialist leaders have made in Europe. Working with a recent historiography that is more interested in practices and implementations than in theoretical debates, the essay also reflects on the successes obtained but also on possible drifts and failures. Socialism as it has been conceived and practiced in the wake of European industrialization does not offer a ready-made solution to the problems of our time, but the plurality of socialist projects and practices opens avenues for rethinking our world. ","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":"88132699","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 Teaching Note, I reflect on my experience with a parent's homophobia around her son's choice to read a book featuring LGBTQ+ characters. I contemplate my responses--or lack thereof--and, while considering various theories of gender, sexuality, and activism, I consider how else I might have responded to protect the student while promoting possible futures for him. Supporting students is not a one-size-fits-all endeavor but always requires thought and care.
{"title":"Engaged Hesitancy as (Queer) Activism","authors":"Caleb Chandler","doi":"10.5195/rt.2023.1111","DOIUrl":"https://doi.org/10.5195/rt.2023.1111","url":null,"abstract":"In this Teaching Note, I reflect on my experience with a parent's homophobia around her son's choice to read a book featuring LGBTQ+ characters. I contemplate my responses--or lack thereof--and, while considering various theories of gender, sexuality, and activism, I consider how else I might have responded to protect the student while promoting possible futures for him. Supporting students is not a one-size-fits-all endeavor but always requires thought and care.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"38 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74726675","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}
A labor history professor reflects on his experiences in the 1970s as a Wesleyan University undergraduate involved in a student-taught course called “Towards a Socialist America.”
{"title":"That Student-Initiated Course in Socialism: Reflections on “Towards a Socialist America” Forty-Six Years Later","authors":"E. Arnesen","doi":"10.5195/rt.2023.1169","DOIUrl":"https://doi.org/10.5195/rt.2023.1169","url":null,"abstract":" \u0000A labor history professor reflects on his experiences in the 1970s as a Wesleyan University undergraduate involved in a student-taught course called “Towards a Socialist America.”","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"211 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80684185","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, I narrate part of my experience leading second-language college writing students through an activity that introduces them to some of the basics of ideology critique and critical discourse analysis. I also describe a Language Event Analysis assignment that invites students to analyze international language-related current events. In the process, I try to show why a dialectical multilingualism must be part of any radically internationalist socialist teaching praxis.
{"title":"Red Ed: Teaching Toward a New Internationalism","authors":"Stephen Paur","doi":"10.5195/rt.2023.1145","DOIUrl":"https://doi.org/10.5195/rt.2023.1145","url":null,"abstract":"In this essay, I narrate part of my experience leading second-language college writing students through an activity that introduces them to some of the basics of ideology critique and critical discourse analysis. I also describe a Language Event Analysis assignment that invites students to analyze international language-related current events. In the process, I try to show why a dialectical multilingualism must be part of any radically internationalist socialist teaching praxis.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"33 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77619910","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 original course documents and interviews with early participants, this essay contextualizes and reflects on Arnesen, Ebb, Rome, and Ward's account of a nineteen-seventies model for "teaching about socialism."
{"title":"Looking Back: Towards a Socialist America","authors":"Mary Ann Clawson","doi":"10.5195/rt.2023.1177","DOIUrl":"https://doi.org/10.5195/rt.2023.1177","url":null,"abstract":"Using original course documents and interviews with early participants, this essay contextualizes and reflects on Arnesen, Ebb, Rome, and Ward's account of a nineteen-seventies model for \"teaching about socialism.\"","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"69 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":"135520056","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}
Drawing on the lineage of liberatory pedagogy and critical information literacy, Professor Vanessa Rosa and research librarian Caro Pinto created the Disrupting Data Project. While teaching about race and inequality in higher education can be a challenging endeavor, Disrupting Data allowed the authors to encourage students to both think critically about the role of “data” in the history of race science alongside the perceived value of data science, data visualization, and data-driven decision making to challenge the notion that data is neutral or objective. This reflective essay focuses on the collaborative development process, different possibilities for engaging with students about the histories of race and racism, as well as the importance of creating and supporting collaborative learning spaces. The authors shed light on how equitable and collaborative partnerships can decenter hierarchies and positivist learning frameworks in higher education within the United States.
{"title":"Disrupting Data: Developing Technology Integrated Assignments to Teach about Race and Racism","authors":"Vanessa Rosa, C. Pinto","doi":"10.5195/rt.2023.972","DOIUrl":"https://doi.org/10.5195/rt.2023.972","url":null,"abstract":"Drawing on the lineage of liberatory pedagogy and critical information literacy, Professor Vanessa Rosa and research librarian Caro Pinto created the Disrupting Data Project. While teaching about race and inequality in higher education can be a challenging endeavor, Disrupting Data allowed the authors to encourage students to both think critically about the role of “data” in the history of race science alongside the perceived value of data science, data visualization, and data-driven decision making to challenge the notion that data is neutral or objective. This reflective essay focuses on the collaborative development process, different possibilities for engaging with students about the histories of race and racism, as well as the importance of creating and supporting collaborative learning spaces. The authors shed light on how equitable and collaborative partnerships can decenter hierarchies and positivist learning frameworks in higher education within the United States.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"3 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89233993","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 discusses the value of experiential education in the Humanities as a way to foster conscientization in the classroom. It begins by briefly introducing experiential education and its relationship to critical pedagogy, before detailing one way the author employs experiential learning in the classroom through a semester-long, multi-modal, digital project the author calls, “Power Relations: The New York City Experience.”
{"title":"Power Relations and Experiential Education: Facilitating Conscientization in the Humanities","authors":"Daniel A. Hengel","doi":"10.5195/rt.2023.895","DOIUrl":"https://doi.org/10.5195/rt.2023.895","url":null,"abstract":"This article discusses the value of experiential education in the Humanities as a way to foster conscientization in the classroom. It begins by briefly introducing experiential education and its relationship to critical pedagogy, before detailing one way the author employs experiential learning in the classroom through a semester-long, multi-modal, digital project the author calls, “Power Relations: The New York City Experience.”","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90550099","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：