Dr. Bettina Love is Associate Professor in the Department of Educational Theory & Practice (Early Childhood, Elementary Education) in the College of Education at the University of Georgia. Love is the creator of “Get Free: Hip Hop Civics Education” [http://getfreehiphopcivics.com/], and is the author of Hip Hop Li’l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South (Peter Lang, 2012) and We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom (Beacon Press, 2019). Lucia and Tina talked with Dr. Love about hip hop education, freedom schools, and breaking the cycles of oppression. Love encourages her teacher education students to take risks and go beyond gimmicks and tricks in teaching. In the current resegregated public schools systems, abolitionist teaching requires creating a culturally-responsive pedagogy in which all students matter.
Antonia Darder’s website:
Breaking the Silence: The Pervasiveness of Oppression:
Antonia Darder, The Student Guide to Freire’s “Pedagogy of the Oppressed,” Routledge, 2018.
Darder, Reinventing Paulo Freire: A Pedagogy of Love, Routledge, 2017.
Freire and Education, Routledge, 2014.
A Dissident Voice: Essays on Culture, Pedagogy, and Power, Peter Lang, 2011.
Culture and Power in the Classroom: Educational Foundation for the Schooling of Bicultural Students, Routledge, 2011.
Antonia Darder, ed., Decolonizing Interpretive Research: A Subaltern Method for Social Change, Routledge, 2019.
Antonia Darder, Marta P. Baltodano, et al., eds., The Critical Pedagogy Reader, Routledge, 2017.
Darder, Peter Mayo, et al., eds., The International Critical Pedagogy Reader, Routledge, 2015.
Darder and Rodolfo D. Torres, Latinos and Education, Routledge, 2013.
In Part Two Antonia Darder discusses the use of art and poetry in her engaged pedagogy. She raises key questions for talking about critical pedagogies and rethinking oppressive educational systems. What does an emancipatory pedagogy look like and how do we create the spaces to dream with our students?
Outro music is by Paul Myhre, “Ashes” (2019); Paul’s music is available on http://www.reverbnation.com/
Dr. Antonia Darder is the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University and Professor Emerita of Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign, and Distinguished Visiting Faculty at the University of Johannesburg. Prof. Darder spoke with me about what led her to Paulo Freire and critical pedagogy. She stresses the importance of seeing students as co-creators of knowledge in the classroom that is rooted in a deep sense of respect. In countering ethnocentrism in current educational practices, Darder talks about creating counternarratives to neoliberalism.
In Part 2 of this conversation, share with us their strategies for creating open and democratic spaces in the classroom through specific games and other techniques such as storytelling, poetry, and the arts. They share their joy at being surprised at the creative innovation of their students, whether in k-2, university level, or k-12 teachers. In doing so, they share how they bridge the theory and practice divide, value the knowledge of their students, and engage in new meaning-making for a more just world.
The closing music is by Paul Myhre, “Love Never Fails” (2018) available for download on https://www.reverbnation.com
Misha Cahnmann-Taylor and Mariana Souto-Manning are “rehearsing for the revolution” (Augusto Boal’s term) in their creative teaching. In Part One of this podcast they share with us their stories of using theatre “as a way to train new teachers, and ourselves,” as well as create democratic spaces in classrooms through “culture circles” (Souto-Manning) and poetry and the arts (Cahnmann-Taylor). Join me in learning from these inventive teachers who are committed to embodied learning and serious play for transformative learning and social change.
Melisa “Misha” Cahnmann-Taylor is Professor of TESOL & World Language Program (TWLE), Dept. of Language & Literacy Education, College of Education, The University of Georgia. Her blog is https://teachersactup.com/
Mariana Souto-Manning is Professor of Early Childhood Education & Teacher Education, Teachers College, Columbia University; Founding Co-director of the Center for Innovation in Teacher Education and Development (CITED).
In Part 2 of our conversation Martusewicz moves from root metaphors and their destructive, patriarchal force. With Wendell Berry she shows us how to write a better story to create a different world. For example, she discusses her pedagogical style of having a conversation with her students about how to teach a subject (such as, math) to calculate the cost of settler colonialism. Martusewicz (and Bowers before her) critiques Freire for relying too much on these roots metaphors, with the human remaining central in his theory. She wants to be in and of the ecological as a way to critique the direction of higher education toward neoliberal capitalism (and a business model of students as consumers) and offers a way to return to values and to being caretakers of the earth.
Theme and interstitial music for Nothing Never Happens is performed by Aviva & the Flying Penguins and Lance Eric Haugan, written and arranged by Lance Eric Haugan.
Additional altro music is by Paul Myhre and Mike Shelton, “Written” (2019). Their music can be found of reverbnation.com
Rebecca Martusewicz (pronounced: marta-savage) is Professor of Social Foundations and Community Education in the Department of Teacher Education at Eastern Michigan University. She was a founder and director of the Southeast Michigan Stewarship (SEMIS) Coalition, developing “citizen stewards of the Great Lakes.”
I spoke with Prof. Martusewicz about her new book, A Pedagogy of Responsibility: Wendell Berry for Ecojustice Education, (Routledge, 2018). She draws inspiration for ecopedagogy from the life and writings of conservationist, novelist, essayist, poet activist Berry. In her teacher education classes Martusewicz works with students on developing a cultural-ecological analysis. Berry’s writings helped in understanding the systemic causes of the contradictions in the anthropocene. Using C.A. Bower’s concept of root metaphors: emancipated individualism, a linear view of progress, and anthropocentrism, Martusewicz shows how humans are implicated in climate change and ecological destruction. Using Berry’s writings, especially his poetry and essays, she shows how to rebuild relationships back to wholeness.
Buber, Martin. I and Thou. Trans. Walter Kaufmann. Touchstone, 1971.
Freire, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Rowan & Littlefield, 2000.
Kirylo, James D. Paulo Freire: The Man from Recife. Peter Lang, 2011.
Kirylo, James D.and Drick Boyd. Paulo Freire: His Faith, Spirituality, and Theology. BrillSense, 2017.
Shor, Ira. When Students Have Power: Negotiating Authority in a Critical Pedagogy. University of Chicago Press, 1997.
In Part Two Leopando continues to explore the theological influences on Freire’s thought and activism that sustained him through exile and institutional work (in government and higher education). We discuss the institutional boundaries on using a Freirean method in the college or university classroom, and I admit to being a “failed Freirean.” We talk about what it means to live into as much democracy as possible in our classrooms, and acknowledge the restraints of institutional time (the semester length), grades, the tenure process, and other academic demands. In the end, Freire calls us to accountability—to risk and to dream, and to live into our “vocation.” Tune into the podcast for a fuller definition of what Freire meant by such a theologically infused term as“vocation,” and how this vision forms the basis of his pedagogy of freedom.
Special music at the end of each segment is ”Prayer for Immigrant Children” (2018) by Paul Myhre: