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Toward Abolition Pedagogy: Teaching Social Justice in Prison Combined Classrooms
No full textCombined classes have emerged as a component of secondary education in prisons, and bring undergraduates from “outside†together with incarcerated students. They provide a context in which to encourage engaged dialogue, as well as a forum for cross-cultural exchange between the non-incarcerated and the incarcerated. Understanding penal abolitionism as a continuum, we argue here for the necessity of critical, penal abolitionist pedagogy in combined classes in prisons. In a political climate fraught with challenges to democracy, and ongoing racial injustice, a penal abolitionist pedagogy must engage the socially responsive, civically minded and transformative mission of education. We explore the challenges of using abolition pedagogy inside the prison setting and acknowledge the limitations of critical education in prison and elsewhere to achieve racial justice and abolition. We also offer examples from coursework that encourage students from very different social positions engage theories of justice and liberation in dialogue
Learning through Protest: The Language of Critique and the Language of Possibility
No full textThe purpose of this study is to explore student protesters’ motivation and behaviorsduring the spring 2016 protest against the budget cuts within the College of EthnicStudies at San Francisco State University. Analysis of the student interviewtranscriptions revealed four overarching themes: articulation, community andorganizing, empowerment and agency, and sustainability. The theme of articulationfocuses on the participants’ abilities to articulate their identity, oppression and theirresistance. Community and organizing analyzes the strategic elements that thestudents utilize and bonding through collective action. Empowerment and agencyencompasses the students’ will and capacity to protest. Sustainability embodies thepreservation of Ethnic Studies and the students’ pursuits of social justice. The studyreveals the power of grassroots organizing in response to oppression; this protest issituated within a larger dialogue of oppression facing communities of color; and acounter dialogue of resilience, demonstrated by communities of color, is situated inresponse to oppression
Book Review of The Digital Academic: Critical Perspectives on Digital Technologies in Higher Education
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Book Review: Feeding the Other: Whiteness Privilege and Neoliberal Stigma in Food Pantries by Rebecca de Souza
No full textLibertarianism, Culture, and Personal Predispositions
No full textThe United States has exhibited two potentially connected trends – increasing individualism and increasing interest in libertarian ideology. Previous research on libertarian ideology found higher levels of individualism among libertarians, and cross-cultural research has tied greater individualism to making dispositional attributions and lower altruistic tendencies. Given this, we expected to observe positive correlations between the following variables in the present research: individualism and endorsement of libertarianism, individualism and dispositional attributions, and endorsement of libertarianism and dispositional attributions. We also expected to observe negative correlations between libertarianism and altruism, dispositional attributions and altruism, and individualism and altruism. Survey results from 252 participants confirmed a positive correlation between individualism and libertarianism, a marginally significant positive correlation between libertarianism and dispositional attributions, and a negative correlation between individualism and altruism. These results confirm the connection between libertarianism and individualism observed in previous research and present several intriguing questions for future research on libertarian ideology
Merging Policy and Practice: Powerful Teaching and Learning in Preschool
No full textThis research to practice summary describes how an 8-week case study used field notes, interviews, and video-based fieldwork to examine local instructional practices and to investigate the policies and protocols which facilitate these practices. We describe how one Head Start classroom successfully navigated external accountability mandates while privileging students’ academic development and overall well-being when they attended to organizational infrastructure, instructional capacity, and the factors at their intersection. Findings indicate that while policies and protocols necessitated by external mandates impacted the organizational infrastructure, their intentional integration with sound pedagogy and the Center’s mission facilitated instructional capacity in a climate where children thrive. We therefore discuss how such decisions can be replicated in other Head Start locations