Critical Essays On Resistance In Education

"It is possible to say that resistance in education has always been resisted; the point, of course, is who is doing the resisting. Why they are resisting, what they are resisting, and whose interests are being served by these acts of resistance. David M. Moss and Terry A. Osborn's provocative collection of essays on educational resistance gives new scope and meaning to the term `resistance' in the context of today's challenges to and on behalf of social justice education. It is an important contribution to the field of critical education."---Peter McLaren, Graduate School of Education and Information Studies, University of California, Los Angeles --Book Jacket.

The diverse range of critical pedagogues presented in this book comes from a variety of backgrounds with respect to race, gender, and ethnicity, from various geographic places and eras, and from an array of complex political, historical, religious, theological, social, cultural, and educational circumstances which necessitated their leadership and resistance. How each pedagogue uniquely lives in that tension of dealing with pain and struggle, while concurrently fostering a pedagogy that is humanizing, is deeply influenced by their individual autobiographical lens of reality, the conceptual thought that enlightened them, the circumstances that surrounded them, and the conviction that drove them. To be sure, people of justice, people who resist, are framed by a vision that embraces an inclusive, tolerant, more loving community that passionately calls for a more democratic citizenship. That is just what the 34 critical pedagogues represented in this text heroically do. Through the highlighting of their lives and work, this book is not only an excellent resource to serve as a springboard to engage us in dialogue about pivotal issues and concerns related to justice, equality, and opportunity, but also to prompt us to further explore deeper into the lives and thought of some extraordinary people. A Critical Pedagogy of Resistance: 34 Pedagogues We Need to Know is an ambitious undertaking. Kirylo’s narrative enterprise, which seeks to chronicle the lives of transformative pedagogues, is a project whose time has come. This text is an excellent resource for all those interested in the aesthetic that, as Kierkegaard believed, exercised power for the common good. Luis Mirón

In recent years, Further Education has reached a crossroads, with questions being asked about its function, aims and focus, as well as querying the role of the FE teacher, the key aspects of the curriculum and which values should inform FE pedagogy. Identity and Resistance in Further Education explores these questions and effectively conveys the sense of uncertainty that those in the field are experiencing today. Connecting Higher Education and FE practitioners and researchers, the book gathers a collection of essays covering a range of topics, including: the journey from student to teacher, critical reflective practice as a way of organising identity, values-based teacher education and policy critique. In keeping with the themes of resistance and creativity, the chapters draw on a wide range of theoretical, as well as literary, perspectives to offer answers. Problematising relationships between the teacher and the institution and the teacher and government, the book argues that the profound challenge to teachers’ values and identities finds its response in a critical collegiality. This book will be of great interest to academics, researchers and postgraduate students engaged in the study of further education, educational policy and teacher education. It should also be essential reading for practitioners and policymakers.

Teaching Resistance is a collection of the voices of activist educators from around the world who engage inside and outside the classroom from pre-kindergarten to university and emphasize teaching radical practice from the field. Written in accessible language, this book is for anyone who wants to explore new ways to subvert educational systems and institutions, collectively transform educational spaces, and empower students and other teachers to fight for genuine change. Topics include community self-defense, Black Lives Matter and critical race theory, intersections between punk/DIY subculture and teaching, ESL, anarchist education, Palestinian resistance, trauma, working-class education, prison teaching, the resurgence of (and resistance to) the Far Right, special education, antifascist pedagogies, and more. Edited by social studies teacher, author, and punk musician John Mink, the book features expanded entries from the monthly column in the politically insurgent punk magazine Maximum Rocknroll, plus new works and extensive interviews with subversive educators. Contributing teachers include Michelle Cruz Gonzales, Dwayne Dixon, Martín Sorrondeguy, Alice Bag, Miriam Klein Stahl, Ron Scapp, Kadijah Means, Mimi Nguyen, Murad Tamini, Yvette Felarca, Jessica Mills, and others, all of whom are unified against oppression and readily use their classrooms to fight for human liberation, social justice, systemic change, and true equality. Royalties will be donated to Teachers 4 Social Justice: t4sj.org

Critical Literacy as Resistance is a collaborate effort among secondary and university educators from across the United States that addresses questions such as: What does a critical literacy classroom look like? What various texts are used? What strategies do teachers use to encourage students and teacher candidates to recognize how texts construct power and privilege? How do educators inspire activism in and out of the classroom? This book documents the experiences of scholars and teachers who have successfully bridged theory and practice by applying critical literacy into their respective content areas. The authors spell out the difference between critical thinking and critical literacy, then show how to write and implement curriculum that incorporates diverse texts and multiple literacies in all content areas (including world language), and includes the voices of students as they confront issues of race, class, gender, and power. The principles and practices laid out here will help teachers use literacy to liberate and empower students both in and outside the classroom by respecting and studying the literacies students bring to school, while simultaneously teaching (and challenging) the literacies of those in power. This is a book for pre- and in-service teachers in all content areas, staff developers, secondary literacy specialists, university professors, and anyone interested in social justice.

Technology has extended its reach to the human body, not just in a literal sense, through implants, transplants and technological substitutes for biological organs, but in a more figurative sense too. Technological infrastructure and the institutions of a technified society today determine what perception is, how we communicate and what forms of human relationship with the natural world are possible. A fundamental new conception of technology is urgently needed. Technology can no longer be seen as a means for efficiently attaining pre-established ends. Rather, it must be seen as a total structure which makes new forms of human action and human relationship possible, while limiting the possibilities of others. In Invasive Technification, acclaimed German philosopher Gernot Böhme offers a reading of technology that explores the many dimensions in which technology presents challenges for modern human beings. It is a book about the preservation of humanity and humane values under the demanding conditions of a technically advanced civilisation and makes a major contribution to the contemporary philosophy of technology.

Teaching with Tension is a collection of seventeen original essays that address the extent to which attitudes about race, impacted by the current political moment in the United States, have produced pedagogical challenges for professors in the humanities. As a flashpoint, this current political moment is defined by the visibility of the country's first black president, the election of his successor, whose presidency has been associated with an increased visibility of the alt-right, and the emergence of the neoliberal university. Together these social currents shape the tensions with which we teach. Drawing together personal reflection, pedagogical strategies, and critical theory, Teaching with Tension offers concrete examinations that will foster student learning. The essays are organized into three thematic sections: "Teaching in Times and Places of Struggle" examines the dynamics of teaching race during the current moment, marked by neoconservative politics and twenty-first century freedom struggles. "Teaching in the Neoliberal University" focuses on how pressures and exigencies of neoliberalism (such as individualism, customer-service models of education, and online courses) impact the way in which race is taught and conceptualized in college classes. The final section, "Teaching How to Read Race and (Counter)Narratives," homes in on direct strategies used to historicize race in classrooms comprised of millennials who grapple with race neutral ideologies. Taken together, these sections and their constitutive essays offer rich and fruitful insight into the complex dynamics of contemporary race and ethnic studies education.

Over the past decade, Joff P. N. Bradley has carefully considered Bernard Stiegler’s influence on political philosophy, technology, and the philosophy of education. Driven by the belief that across various humanities subjects Stiegler’s nuanced philosophy will emerge as a dominant force in the coming decades, this compendium offers a comprehensive examination of Stiegler’s ideas and their impact on contemporary thought. Immerse yourself in this insightful exploration of Stiegler’s enduring intellectual legacy.

Henry A. Giroux argues that education holds a crucial role in shaping politics at a time when ignorance, lies and fake news have empowered right-wing groups and created deep divisions in society. Education, with its increasingly corporate and conservative-based technologies, is partly responsible for creating these division. It contributes to the pitting of people against each other through the lens of class, race, and any other differences that don't embrace White nationalism. Giroux's analysis ranges from the pandemic and the inequality it has revealed, to the rise of Trumpism and its afterlife, and to the work of Paulo Freire and how his book Pedagogy of Hope can guide us in these dark times and help us produce critical and informed citizens. He argues that underlying the current climate of inequity, isolation, and social atomization (all exacerbated by the pandemic) is a crisis of education. Out of this comes the need for a pedagogy of resistance that is accessible to everyone, built around a vision of hope for an alternative society rooted in the ideals of justice, equality, and freedom.