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?
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.
Justice work requires
reflection and resiliency. In Part Two Gordon asks the question: where does
religion stand?—on the side of the status quo or the people most effected by
injustice? He sees social change as a spiritual activity, and one that makes
religion a force of unity in justice work. This activity means showing up and building
solidarity with others over racial and economic justice. There are so many
overwhelming issues to deal with–from climate change to the rise of white
supremacist nationalism—that we are in a race against time. Winning the race is
an intergenerational, interreligious action. Gordon leaves us not with despair
at the enormity of the power imbalances and struggles, but with hope:
“The true value of the
conversations and practices in Stand Up! may
be that they help us stay human amid darkness and uncertainty. They give us
courage not only to keep fighting but to care for one another” (Stand Up!, p. 62).
This July 2019 podcast is a conversation with Gordon Whitman, senior advisor of the interfaith group Faith in Action: Building a People-Powered Movement (formerly PICO National Network; https://faithinaction.org). He has a B.A. in history and urban studies and a law degree from Harvard Law School. Gordon did his initial work in community organizing in Santiago, Chile with a grassroots health collective during the Pinochet dictatorship to work for change, and then with parents in the Philadelphia public school system. His book, Stand Up!: How to Get Involved, Speak Out, and Win in a Word on Fire Berrett-Koehler Publishers, 2018; https://standupbook.org/ is a handbook for grassroots organizing. Gordon provides guidance into how to share stories, map and analyze power, strategize, and work for system change.
In Part One Gordon shares his background in community organizing and strategies to motivate groups to build relationships to act together. And he shows how anti-racism work is central to movement building and social change. One example he gives is the La Red Campaign, Faith in Action’s Network of Protection for Immigrant Families: https://faithinaction.org/issue-campaign/la-red/
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.
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).
For the May 2019 podcast we welcome Jerome Scott, co-founder of Project South: Institute for the Elimination of Poverty and Genocide (f. 1986). Jerome visited my REL/EDU 385: Religion, Education, and Activism class in April and told his story of what led him to become an activist/scholar educator. He shared about his work in voting rights, worker and immigrant justice, coalition building, education, and movement support. Jerome’s main work has involved linking scholar activists with activist scholars in grassroots communities. And fitting for this time of high school and college/university graduations, he laid out his hopes for building the “beloved community” in the future.
Jerome has done so much social change work; here are links to more resources and the organizations he helped/helps lead as a model for the work of transformative change at the grassroots level.
Walda Katz-Fishman and Jerome Scott, “Another United States Is Happening: Building Today’s Movement from the Bottom Up. The U.S. Social Forum and Beyond. Pp. 57-70 in The World and U.S. Social Forums: A Better World Is Possible and Necessary, eds. Judith Blau and Marina Karides. Brill 2008.
Intro and other interstitial music is by Lance Eric Haugan (theme music with Aviva and the Flying Penguins)
Otro music by Paul Myhre , “Zoe’s Moonrise–Year 1” (Myhre, 2019); available on ReverbnNation.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.
In Part 2 Ben Speight talks about the practices of “combing our forces” in the fight for worker justice. These current times require ever more coalition building and organized resistance to the status quo. Ben uses examples from his own decades of union organizing to show that “the people united will never be divided!”
Theme music by Aviva and the Flying Penguins and Lance Eric Haugan.
End music on both Parts 1 and 2 by Paul Myhre, “Prayer for New Zealand” (2019) on reverbnation.com.
A Podcast of Radical Musings on Social Justice, Pedagogies for Transformation, and Feminist Activism