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Time in Afrofuturism, Classroom Time, and Carceral Time Radical Teacher Pub Date : 2022-04-28 Wendy W. Walters
This essay describes teaching Afrofuturism in a small liberal arts college and a state prison, during the time of the pandemic. Questions about time are central to Afrofuturist literature, art, and scholarship, and the altered timeframes of both COVID and incarceration are placed into dialogue in this piece.
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Weird/Black/Play: Turning Racial Authenticity and Professorial Performance on its Head in the Black Studies Classroom Radical Teacher Pub Date : 2022-04-28 Wendy M. Thompson
This essay examines the expectations placed on black faculty to act as conduits of authentic blackness and black knowing even as they are undermined and undervalued in the classroom and other institutional settings. Paying special attention to the way that racial performance, engaged learning, and the role of the black instructor converge in the black studies classroom, I offer the black/weird as a
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Teaching Afrofuturisms as American Cultural Studies Radical Teacher Pub Date : 2022-04-28 Makeba Lavan
Kodwo Eshun asserts that “Afrofuturism studies the appeals that black artists, musicians, critics, and writers have made to the future, in moments where any future was made difficult for them to imagine.” Afrofuturism allows African diasporic writers to imagine new and alternate cultural elements in hopes that these will take root in the collective consciousness and shift the cultural paradigm towards
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Reflections on Online Education during the COVID-19 Pandemic: Vignettes from an Indian Classroom Radical Teacher Pub Date : 2022-04-28 V. Neethi Alexander
This teaching note presents some reflections on some ways in which student-teacher interactions occurred via. online education during the COVID-19 pandemic. It documents the specific experiences of teaching undergraduate students of a private university in India. It was found that owing to poor internet connectivity, written assignments, while not entirely effective, served as one of the few means
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Black Women and the Pandemic Imagination: Pedagogy as a Rehearsal of Hope During Covid-19 Radical Teacher Pub Date : 2022-04-28 Kimberly Nichele Brown
This article discusses Brown’s use of Afrofuturism and critical pedagogy in her creation of the class, Black Women and the Pandemic Imagination (BWPI), which she taught in Spring 2021 at Virginia Commonwealth University. Brown explains her implementation of precarious pedagogy to attend to the affective needs of students struggling under the effect of Covid-19. She discusses how the analytics of Afrofuturism
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Time-Sensitive: Teaching Afrofuturism Through the Nineteenth Century Radical Teacher Pub Date : 2022-04-28 Dalia Davoudi
"Time-Sensitive: Teaching Afrofuturism Through the Nineteenth Century" describes a strategy of teaching Afrofuturism that exposes its long and ongoing history. Borrowing from Tavia Nyong'o's anarchaeological historical methodologies, this essay argues that teaching literary history in a non-linear way disrupts students' sense that they exist outside of--that is, at the end of--historical time, inviting
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Systemic racism, a prime minister, and the remote Australian school system Radical Teacher Pub Date : 2022-04-28 Karen Cornelius,Aidan Cornelius-Bell
Remote Australian schools face complex contextual issues due to systemic and enduring disadvantage. The structures and systems put in place to support and provide advantage for Indigenous Australians continually fail to meet their mark due to colonial structures, policies and inability to understand remote contextual demands. In South Australia, the context of this paper, systemic disadvantage disproportionately
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Visual Art and Fashion as Part of an English Department’s Afrofuturism Syllabus Radical Teacher Pub Date : 2022-04-28 Giselle Anatol
Images in film, paintings, sketches, and sculpture sometimes drive ideas home in ways that words on the page do not, prompting more visceral reactions and the desire to enact change instead of thinking about subjects on a more abstract level. This essay explores how the visual arts were used in a Fall 2020 course on Afrofuturist literature to supplement conventional readings, class discussions, and
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Speaking Back to the Neoliberal Community College Radical Teacher Pub Date : 2022-04-28 Emily Schnee
This article explores the complexities and contradictions of neoliberal policy reforms on fifteen Black and Latino male community college students who participated in a qualitative, longitudinal study at Urban Community College. Though the conventional wisdom on community colleges assumes that more and better neoliberal policies will lead to improved outcomes and greater equity for educationally disenfranchised
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Afrofuturism: Race, Erasure, and COVID Radical Teacher Pub Date : 2022-04-28 Belinda Deneen Wallace,Jesse W. Schwartz
Introduction to the issue on Teaching Afrofuturism
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Writing, History, and Power in the Classroom Radical Teacher Pub Date : 2021-12-09 Lance Thurner
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
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Experiential Learning in Ghana: Decentering the White Voice Radical Teacher Pub Date : 2021-12-09 Robin Chapdelaine,Megan Toomer
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
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Antiracist and Faith-based: Critical Pedagogy-Informed Writing and Information Literacy Instruction at a Hispanic-Serving, Lutheran Liberal Arts University Radical Teacher Pub Date : 2021-12-09 Jolivette Mecenas,Yvonne Wilber,Meghan Kwast
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
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Beyond the Gates: Teaching Race and Politics in Brazil in a Prison Education Program Radical Teacher Pub Date : 2021-12-09 Jaira Harrington
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
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In the Shadow of the Ivory Tower: How Universities are Plundering our Cities: by Davarian L. Baldwin Radical Teacher Pub Date : 2021-12-09 Betsy J Bannier
In today’s politically charged, anti-education climate, In the Shadow of the Ivory Tower should be required reading for every urban community organizer and higher education stakeholder. Davarian L. Baldwin blends captivating interview excerpts and thoroughly researched data to tell the stories of the winners and losers in and around well-known universities in urban areas from coast to coast. Cultural
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Mobilizing BIPOC Student Power against Liberalism at Soka University of America: A Collection of Voices Radical Teacher Pub Date : 2021-12-09 Victoria Huỳnh,Kristen Storms,Jordyn Saito,Professor X,Aneil Rallin
We write as a collective of BIPOC undergraduate activist students/organizers and contingent/tenured professors dedicated to Black, Third World, and Indigenous liberation through a feminist analysis at Soka University of America (SUA). We focus our critique on liberalism as a dominant political paradigm that has solidified the reign of empire and it’s necropolitical grips on our communities within and
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Education Reform: What Is Really Achieved by Trying to Close Achievement Gaps? Radical Teacher Pub Date : 2021-12-09 John Schlueter
In this article, I trace the history of the substitution of education reform for economic reform in order to ask, and answer, this question: why do we continue to imagine that (higher) education is where we, finally, achieve equality? The substitution of education reform for economic reform begins in the early 1960’s with the landmark “Coleman Report.” I argue that this report, and others that followed
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Teaching Gender as Social Structure: “Walking While Trans” as Illustration Radical Teacher Pub Date : 2021-12-09 Jillian Crocker
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.
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Radicalizing the Liberal Arts: Race and Racism at Small Liberal Arts Colleges Radical Teacher Pub Date : 2021-12-09 Sarah Chinn
Introduction to the "Radicalizing the Liberal Arts" minicluster.
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The Corporatization of the Liberal Arts College: Even the Class Notes! Radical Teacher Pub Date : 2021-12-09 Richie Zweigenhaft
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.
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All Power To All the People: WGS and Feminist Pedagogy in the Era of the Alt-Right Radical Teacher Pub Date : 2021-12-09 Zakiya Adair
Academic Feminists have long used anti-oppression composition writing as a emancipatory pedagogical tool, but the impact of neoliberalism on higher education and the institutionalization of WGS have impacted how faculty teach these courses. As well the successful implementation of a gender course requirement has changed the demographics of these classes. This essay looks at the pedagogical parallels
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Ethical Considerations on Representing Slavery in Curriculum Radical Teacher Pub Date : 2021-12-09 Bennett Brazelton
Critical discourse on the role of slavery in U.S. history curriculum has tended to rely on calls for justice through truth and complexity. Yet the “truth” of slavery is almost incomprehensibly violent, constituting a form of “historical trauma”; the resultant instructional methods thus resemble what Berry and Stovall term a “curriculum of tragedy.” Ethical questions emerge regarding this method. Chiefly
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LGBTQ+ Ally Education for Adults with Disabilities Radical Teacher Pub Date : 2021-12-09 Alice Rutkowski,Robbie Routenberg,Vanessa Cepeda
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
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"Early Childhood Education" and "Black History Month" Radical Teacher Pub Date : 2021-12-09 Ernie Brill
Two poems by Ernie Brill.
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When Star Are Scattered by Victoria Jamieson and Omar Mohamed Radical Teacher Pub Date : 2021-08-19 Anna Sedlock-Reiner
A book review of When Star Are Scattered by Victoria Jamieson and Omar Mohamed.
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Introduction to Migration Curriculum in Women’s Human Rights Teaching and Advocacy Resource Radical Teacher Pub Date : 2021-08-19 Eva Richter
This essay provides an introduction and link to the Migration Curriculum in the Women’s Human Rights Teaching and Advocacy Resource.
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On Teaching Im/Migration in an Undergraduate Classroom Radical Teacher Pub Date : 2021-08-19 Amrita Dhar
This article examines the urgencies, challenges, and rewards of teaching about migration, emigration, and immigration in our time of massive human movement across the globe. I describe and analyse the beginnings, structure, and takeaways from my undergraduate course on the literature of human movements (whether for reasons of refuge, asylum, choice, adventure, exploration, survival). I argue that despite
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America for Americans: A History of Xenophobia in the United States by Erika Lee Radical Teacher Pub Date : 2021-08-19 Eva Richter
A book review. America for Americans: A History of Xenophobia in the United States.
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Introduction to the Sanctuary Syllabus Radical Teacher Pub Date : 2021-08-19 Molly Nolan
The Sanctuary Syllabus has been on the Public Books website since late 2017. This introduction to the syllabus by Molly Nolan has not been published previously. The introduction includes a link to the syllabus, which was developed and taught by faculty at New York University.
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The Impact of Loss and Alienation in English Language Learners Radical Teacher Pub Date : 2021-08-18 Miguel Abrantes Antunes
Educational institutions have the capacity to support immigrant students and English Language Learners through their emotional struggles with racial melancholia, dissociation, and cultural assimilation by utilizing validating curricula that promotes critical consciousness. Unfortunately, many secondary educational institutions routinely neglect the persistent emotional impact of racial melancholia
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Refugee Higher Education & Participatory Action Research Methods: Lessons Learned From the Field Radical Teacher Pub Date : 2021-08-18 Hadas Yanay,Juan Battle
Refugee access to higher education is devastatingly low. Recognizing the complex barriers facing refugee learners, global educational initiatives are innovating flexible learning models which promote blended online and in-person learning modalities. This article describes the implementation of a five month, online-based internship pilot offered to 21 refugee participants in qualitative and quantitative
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Teaching The Penguin Book of Migration Literature Radical Teacher Pub Date : 2021-08-18 Tuli Chatterji
The innovative four-point structure—Arrivals, Departures, Generations, and Return—of The Penguin Book of Migration Literature expands the purview established by previous anthologies of immigrant literature by mobilizing a classroom conversation where students’ own lived experiences of migratory crossings combine with the anthology’s narratives to both analyze texts and critique present national and
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Teaching U.S.–Mexico Relations to Dreamers in the Time of COVID-19 Radical Teacher Pub Date : 2021-08-18 Angela Cecilia Espinosa
This article reflects upon the shared experience of learning and teaching among a community of Dreamers at San Jose State University in fall 2020. The triple whammy of the COVID-19 pandemic, the murder of George Floyd, and the 2020 presidential election created a semester like no other for college students. Our class acquired a deeper understanding of the historical and political events that brought
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Popping the Bubble: Critically Analyzing the Refugee Crisis with Suburban Seventh Graders Radical Teacher Pub Date : 2021-08-18 Andy Beutel
The current refugee crisis is the worst in 75 years and has led to the displacement of tens of millions of people around the world. Yet, despite the global scale of this humanitarian crisis and the culpability of their own country, suburban middle school students are generally unaware of this problem. In this article, I describe an inquiry project developed for my seventh grade world history students
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Changing the Narrative of Displacement in Africa: Counter-Narratives, Agency, and Dignity Radical Teacher Pub Date : 2021-08-18 Husseina Dinani
This essay draws on the author’s experiences of teaching Binyavanga Wainaina’s “How to Write about Africa” and select chapters from Ben Rawlence’s City of Thorns: Nine Lives in the World’s Largest Refugee Camp in various undergraduate courses at University of Toronto Scarborough, Ontario, Canada. It makes the case for how these works enable instructors to disrupt the normative narrative of displacement
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We The People: Immigration Counter-Narratives in the High School Visual Arts Classroom Radical Teacher Pub Date : 2021-08-18 Alisha Mernick
Immigrant students are deeply impacted by the xenophobic dominant narratives about immigration in the United States today, and are at risk of developing a deficit mindset about their own cultures. Our classrooms can serve as spaces of resistance to anti-immigrant and neo-nativist values by intentionally raising student critical consciousness about these oppressive forces, and centering our student’s
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Borders to Bridges: Awakening Critical Consciousness Radical Teacher Pub Date : 2021-08-18 Lynn Glixon Ditchfield
Concerned educators seek ways to counter the myths, mistrust, false rumors, ignorance and fears surrounding issues of immigration, migration, race and ethnicity that have so negatively affected our students, schools and communities. This article presents an approach through a sample lesson plan, framework and synopsis of content and theoretical underpinnings of the chapters of Borders to Bridges: Creativity-Based
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We Are Not Your Soldiers Radical Teacher Pub Date : 2021-07-14 Stephanie Rugoff
We Are Not Your Soldiers brings veterans into high school and college classrooms to engage in dialogue with students as they share their experiences in the U.S. military where they were part of the vast machine carrying out policies of domination via wars, interventions, police actions, surveillance, drones or bases. Hearing directly from veterans speaking from their hearts, often revealing very personal
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“No Words for Sinners” and “Jeriah” Radical Teacher Pub Date : 2021-06-30 Rebecca Bridges
This is a set of poems I wrote about my experiences with a group of students I taught two years in a row as I examined how the public school system was and is broken.
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“Emma Goldman’s Ice Cream Parlor” and “To Be a Jew, Anywhere” Radical Teacher Pub Date : 2021-06-30 Susan Gubernat
Two poems, “Emma Goldman’s Ice Cream Parlor” and “To Be a Jew, Anywhere”.
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The Pedagogy of the Job Guarantee Radical Teacher Pub Date : 2021-04-17 Jakob Feinig,Diren Valayden
In this article, we offer a pedagogical framework that explores possibilities for the democratic control over socio-economic life via a Job Guarantee (JG), the legally guaranteed and publicly financed right to productive work with benefits wherever one lives, or wants to live. In the first part of the JG project, students interview local leaders and residents to gauge what people can do for each other
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When Did You Know You Were Straight? Teaching with the Heterosexual Questionnaire Radical Teacher Pub Date : 2021-04-17 Jessica Ann Vooris
This Teaching Note describes the process of forming a panel of straight students to answer questions from Martin Rochlin's Heterosexual Questionnaire. The activity highlights heterosexism and heterosexual privilege, provides an opportunity to talk about satire and queer humor, and is a useful way to engage with concepts from class readings in introductory LGBTQ Studies and Women's Studies courses
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It Takes Heart: The Experiences and Working Conditions of Caring Educators Radical Teacher Pub Date : 2021-04-17 Julia Ismael,Althea Eannace Lazzaro,Brianna Ishihara
At the heart of the education work that we do at our community college is a crisis that is shared, we suspect, in the majority of education settings. This is a “crisis of care” (Arruzza, Bhattacharya, Fraser 68) that emerges from the squeeze between our students’ deep and justifiable need for a caring environment in which to learn, and our desires and struggles as education workers to fulfill that
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My Seatle Sonet by Jaclyne T Radical Teacher Pub Date : 2021-04-17 Susan Zeni
The poem portrays a teacher of creative writing responding to a student's poem.
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Learning to Connect: Relationships, Race, and Teacher Education Radical Teacher Pub Date : 2021-04-17 Jay Gillen
Book review.
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Feminist Space Invaders: Killjoy Conversations in Neoliberal Universities Radical Teacher Pub Date : 2021-04-17 Carrie E. Hart,Sarah E. Colonna
As teachers of Gender, Women’s and Sexuality Studies (GWS), whenever we think about our pedagogical goals, we imagine our classrooms as spaces in which students can learn not only the what, but also the how and why of feminism. The strategies we employ, and the ways in which we invite students to imagine what could be, are meant to expand our collective agency, courage, and creativity in the interests
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To Teach the University is to Teach Reparations: A Class Project Radical Teacher Pub Date : 2021-04-17 John Conley
If scholars and activists have long noticed that discussions about reparations re-emerge during periods of intense racial strife, then perhaps it is not surprising that reparations have again become an increasingly mainstream conversation in the US. Significantly, the university has not been insulated from these discussions, but in fact has become an important site of this struggle. As of now, most
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Teaching Land as an Extension of Self: The Role of Ecopsychology in Disrupting Capitalist Narratives of Land and Resource Exploitation Radical Teacher Pub Date : 2021-04-17 Allison L. Ricket
Ecopsychology, which investigates the human-nature relationship, draws on marginalized ways of knowing such as Native American Shamanism, “whole earth thinking,” and the dynamic feminine (Gomez & Kanner, 1995). Impediments of literal classroom walls and systemic bias against unquantifiable course outcomes limits traditional pedagogy. Traditional pedagogical approaches to environmental curriculum reinforce
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Reality check: How adolescents use TikTok as a digital backchanneling medium to speak back against institutional discourses of school(ing) Radical Teacher Pub Date : 2021-04-17 William Terrell Wright
This article centers on how TikTok’s adolescent users “speak back” to discourses of school(ing) in the US. Through a discussion of four viral, school-related trends that have proliferated on TikTok over the past two years, the author calls attention to the ways school(ing), as a largescale, democratic project and socially constructed phenomenon, is being shaped by young people, for young people on
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Screening Winnie and African Feminist Herstories Radical Teacher Pub Date : 2021-04-17 Awino Okech
This teaching note offers reflections on the screening of Winnie an autobiographical documentary about the life of Winnie Mandela, South African liberation struggle actor. I explore the pedagogical decisions I made in screening this film which deals with the history of apartheid South Africa to a mixed audience at a university in London.
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Teaching Moby-Dick in the Anthropocene Radical Teacher Pub Date : 2021-04-17 Sari Edelstein
This is a teaching note that describes a course focused exclusively on Moby-Dick.
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Pedagogy and the Politics of Organizing in Mississippi Radical Teacher Pub Date : 2020-12-15 Premilla Nadasen
This article reflects on a community-directed collaboration between students at a four-year liberal arts institution and a local organization in Mississippi to develop an index of women's economic security. It suggests that the collaborative nature of the course, as well as the relationship- and community-building witnessed in Mississippi offer counter-narratives to liberal individualism, southern
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Student Voices in the Movement for Integration and Equity Radical Teacher Pub Date : 2020-12-15 Sophie Mode,Dulce Michelle
In a time when equity and justice are at the forefront of conversations across the nation, it is essential that the voices of students are not ignored or tokenized. New York City has the most segregated public school system in the nation, more segregated now than in the 1960s. Hundreds of thousands of students spend every day in segregated classrooms, and yet our voices are not the focus. Students
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Visions of New Student Activism Radical Teacher Pub Date : 2020-12-15 Jacqueline Brady
Introduction to Volume 118: New Student Activism
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"It's Alright, Ma (I'm Only Bleeding)": Literature and Language in the Academy Radical Teacher Pub Date : 2020-12-15 Louis Kampf
"It's Alright, Ma (I'm Only Bleeding)": Literature and Language in the Academy. Reprint of the 1971 MLA Address by Louis Kampf. Preface by Paul Lauter. Postscript by Richard Ohmann
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We Don't Need Your Permission: The Era of Non-Affiliated Student Activism Radical Teacher Pub Date : 2020-12-15 Rebecca Elizabeth Dolhinow
Student activism, just like any social movement, cycles through times of great excitment and visibility and times of near invisibility. The early 21st Century has been filled with new social movements in communities across the world and on campuses as well. These new student movements take up bold ideas and actions but from a different positionality than those before. In this paper, I explore the nature
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Partnership as Student Power: Democracy and Governance in a Neoliberal University Radical Teacher Pub Date : 2020-12-15 Aidan Cornelius-Bell,Piper A. Bell
In the wake of Flinders University’s radical organisational restructure, we reflect on what guided the decisions and process, namely a neoliberal understanding and framing of higher education and corporal, top-down managerial systems. We explore this current climate of the neoliberal university and argue that student power is once again needed to shift the conception of university ‘success’ back into