Resources for the Angela Yarber Podcast

Holy Woman Icon: The Goddess Pele

The Holy Women’s Icon Project:

Angela Yarber, “Shattering the Stained-Glass Ceiling,” Ms. Magazine, July 2019.

Angela Yarber, with Cody Sander, Microaggressions and Ministry: Confronting the Violence of Everyday Church, WestminsterJohnKnox, 2015.

Angela Yarber, Holy Women Icons, Parson’s Porch Books, 2014.

_____. Dance in Scripture: How Biblical Dancers Can Revolutionize Worship Today, Wipf and Stock, 2013.

_____. Embodying the “Feminine” in the Dances of the World’s Religions. Peter Lang, 2011.

Maxine Greene, Releasing the Imagination: Essays on Education, the Arts, and Social Change, Jossey-Bass, 2000.

bell hooks, Teaching Community: A Pedagogy of Hope, Routledge, 2003.

_____. Teaching to Transgress: Education as the Practice of Freedom, Routledge, 1994.

Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants, Milkweed Editions, 2015.

Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, 20th Anniversary, Jossey-Bass, 2017.

On the concept of Aloha ‘Āina (the love of the land movement in Hawai’i):

Noelani Goodyear-Ka’ōpua, Ikanika Hussey, and Erin Kahunawaka’ala Wright, Nation Rising: Hawaiian Movements of Life, Land, and Sovereignty, Duke University Press, 2014.

Noenoe K. Silva, Aloha Betrayed: Native Hawaiian Resistance to American Colonization, Duke University Press, 2014.

On the Thirty Meter Telescope Protests on Mauna Kea (2014-15; 2019):

Resources for workers united!: Teaching social justice movements:

Arnold, Rick, Bev Burke, et al. Educating for a Change. Toronto: Between the Lines, 1991.

Brown, Adrienne Maree. Emergent Strategy: Shaping Change, Changing Worlds. AK Press, 2017.

Brown, Michael Jacoby. Building Powerful Community Organizations. Arlington, MA: Long Haul Press, 2006.

Burke, Bev. Education for Changing Unions. Toronto: Between the lines, 2002.

Crass, Chris. Towards Collective Liberation: Anti-Racist Organizing, Feminist Praxis, and Movement Building Strategy. PM Press, 2013.

Dixon, Chris. Another Politics: Talking Across Today’s Transformative Movements. Berkeley: University of California Press, 2014.

Epstein, Barbara Epstein. Political Protest & Cultural Revolution: Nonviolent Direct Action in the 1970s and 1980s. Berkeley: University of California Press, 1991.

Interfaith Worker Justice:

Lopez, Tina and Barb Thomas. Dancing on Live Embers: Challenging Racism in Organizations. Toronto: Between the Lines, 2006.

Piven, Frances Fox and Richard A. Cloward. Poor People’s Movements: Why They Succeed, How They Fail. New York: Vintage Books, 1979.

Strength in Union article:

Local 728 at the Coca-Cola protest:

Local 728 with Atlanta Sanitation Workers:

Sarah Jaffe interview with Ben Speight:

Resources for the Antonia Darder podcast

Antonia Darder’s website:


Breaking the Silence: The Pervasiveness of Oppression:

Select Books:

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.

Edited volumes:

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.

Resources for the Gordon Whitman Podcast: On Organizing and Movement building

Here are some other organizations to check out:

People’s Action:

The Center for Popular Democracy:

Movimiento Cosecha: (immigrant rights)


Color of Change:

Midwest Academy:

New Poor People’s Campaign: A Call for Moral Revival:

Resources for Teachers Act Up!

Melisa Cahnmann-Taylor & Mariana Souto-Manning, Teachers Act Up! Creating Multicultural Learning Communities through Theatre (New York: Teachers College Press, 2010)

American Educational Researchers Association:

M. Cahnmann-Taylor & R. Siegesmund, Arts-Based Research in Education: Foundations for Practice, 2nd Edition (New York: Routledge, 2018).

Mariana Souto-Manning, Freire, Teaching, and Learning: Culture Circles Across Contexts (New York: Peter Lang, 2010).

M. Souto-Manning, Multicultural Teaching in the Early Childhood Classroom: Strategies, Tools, &Approaches (New York: Teachers College Press, 2013).

M. Souto-Manning & Jessica Martell, Reading, Writing, & Talk: Inclusive Teaching Strategies for Diverse Learners, K-2 (New York: Teachers College Press, 2016).

S. Alim & D. Paris, “What Is Culturally Sustaining Pedagogy and Why Does It Matter,” in Paris and Alim (eds.), Culturally Sustained Pedagogies: Teaching and Learning for Justice in a Changing World (New York: Teachers College Press, 2017), 1-21.

Judith Butler, Gender Trouble: Feminism & the Subversion of Identity (New York: Routledge, 2006).

Viola Spolin, Theatre Games for the Classroom: A Teacher’s Handbook (Chicago: Northwestern University Press, 1986).

Viola Spolin site:

Jamy Stillman & John Lucian Beltramo, “Exploring Freirean Culture Circles & Boalian Theatre as Pedagogies for Preparing Asset-Oriented Teacher Educators,” Teachers College Record, 121, June 2019.

Teaching Proficiency Through Reading & Storytelling:

Resources for Irwin Leopando Podcast

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.

Resources for the Z Nicolazzo Podcast


Twitter feed: @trans_killjoy

Trans* Studies in Higher Education Syllabus:

Books and articles:

Brookfield, S.D. (2012). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.

Catalano, D. C. & Griffin, P. (2016). Sexism, heterosexism, and trans* oppression curriculum design. In M. Adams, L. A. Bell, D. Goodman, & K. Joshi (Eds.), Teaching for diversity and social justice (3rd edition, pp. 183-211). New York: Routledge.

Catalano, C., & Shlasko, D. (2013). Transgender oppression. In M. Adams, W. J. Blumenfeld, R. Castañeda, H. W. Hackman, M. L. Peters, & X. Zúñiga, (Eds.), Readings for diversity and social justice (3rd ed., pp. 425-459). New York, NY: Routledge.

Garvey, J. C., Chang, S. H., Nicolazzo, Z, & Jackson, R. (Eds.). (2018). Trans* policies and experiences in housing and residence life. Sterling, VA: Stylus.

Hall, D.E. & A. Jagose (Eds.). (2012). The Routledge queer studies reader. New York, NY: Routledge.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routlege.

Nicolazzo, Z. (Ed.). (2018). What’s transgressive about trans* studies in education now? Routledge Special Issues as Books. Oxfordshire, UK: Routledge.

Nicolazzo, Z. (2017). Trans* in college: Transgender students’ strategies for navigating campus life and the institutional politics of inclusion. Sterling, VA: Stylus.
Recipient of the 2017 Publication of the Year Award from the American Educational Research Association’s Division J (Postsecondary Education)

Nicolazzo, Z, Susan B. Marine, & Francisco J. Galarte (Eds. and Introduction). (2015). Trans*formational Pedagogies: A special issue of T*SQ (Transgender Studies Quarterly. Vol 2, No. 3 (August).

Stryker, S. & S. Whittle (Eds.). (2006). The transgender studies reader 1. New York: Routledge.

Stryker, S. & A. Aizura (Eds.). (2013). The transgender studies reader 2. New York: Routledge.

Read to Respond: Trans Rights:

Resources for a Freirean Departmental Journey

Books and articles:

Boal, A. Games for Actors and Non-Actors. Trans. A. Jackson. 2nd Ed. Routledge, 2002.

Cook-Sather, A. “From Traditional Accountability to Shared Responsibility: The Benefits and Challenges of Student Consultants Gathering Midcourse Feedback in College Classrooms.” Assessment and Evaluation in Higher Education 34 (2009): 231-241.

_____. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. Jossey-Bass, 2014.

Darder, A. The Student’s Guide to Freire’s Pedagogy of the Oppressed. Bloomsbury, 2018.

Freire, P. Pedagogy of the Oppressed. Trans. M.B. Ramos. Bloomsbury, 2018.

Pippin, T. “What Would We Be Doing If We Weren’t Doing This?: A Journey in Democratic Departmental Practices.” International Journal of Critical Pedagogy.” 8/1 (2017): 237-59.

Shor, I. When Students Have Power: Negotiating Authority in Critical Pedagogy. University of Chicago Press, 1997.

Department Vision Statement: Department of Religious Studies, Agnes Scott College

We, the community of religious studies scholars, believe that the study of religion opens the door to greater acceptance and understanding of individual and cultural beliefs. This greater understanding provides one of the necessary frameworks on which a peaceful and just global community is built.

  • As a community of scholars, we seek to be nurturing, responsive, mutually inclusive, and accountable by:
  • Building an inclusive atmosphere on issues of race, class, ethnicity, nationality, religious affiliation, sexual orientation, age, ability, accessibility, and gender.
  • Supporting a variety of teaching methods, learning styles, and abilities. We seek to share knowledge in the classroom to supplement academic dialogue, realizing that we are all learners.
  • Challenging ourselves and each other to critically engage academic theories of religion with global and social perspectives.
  • As a community, we affirm academic freedom and seek to support an inclusive and interdisciplinary curriculum that reinforces mutual empowerment across boundaries of difference.
  • As a community, we seek to nurture through the whole journey of the religious studies major or minor: job/career options, (wo)mentoring for post-baccalaureate study, (including but not limited to graduate and professional school, seminary, rabbinical school or any further study), and being a support network after graduation from Agnes Scott. The religious studies and religion and social justice majors are preparation for the process of learning and living.
  • As a department, we seek to build a coalition with other departments and programs, at Agnes Scott and in the wider community.
  • As a department, we oppose any and all forms of sexual harassment and recognize the subtle power dynamics in a learning environment.
  • We will aspire to an ongoing process of education about power, attitudes, awareness, and support through peer educators, Safe Agnes Scott Students (SASS), and other departmental peer support groups.
  • By actively listening to and supporting one another, we seek to offer a stable, nurturing place and a safe and brave enough environment from which to challenge and question ourselves and others. We will seek to use these conversations and this writing as a way to articulate our needs, differences, and hopes about our journeys toward democratic education with students (majors, minors, friends) and faculty.
  • As a community, we seek to live intentionally as mutually accountable to one another. We affirm and seek to embody the goals of Agnes Scott College as articulated in its mission and values statements. This accountability agreement binds us to mutual respect and accessibility that is continually evolving.

Revised Fall 2018

Syllabus Statement Template for Safe Agnes Scott Students (SASS):

SASS is a student leadership group that initially emerged in the Department of Religious Studies in order to assist in creating “safe and brave enough” and honorable spaces in the classroom. SASS helps us to create a classroom space in which students and professors are mutually accountable in the learning process. SASS representatives will be working with students on a syllabus review and on a midterm course evaluation. SASS representatives are also available outside of the classroom for students to discuss any questions or concerns that they might have, e.g., questions about assignments, or concerns about race, gender, sexuality, abilities, or religion in the classroom. Conversations will remain anonymous, but professors will be alerted to any general or specific concerns as needed.

SASS representatives and professors will meet at least four times throughout the semester: one meeting before the first class visit, a meeting following the syllabus review, and meetings before and after the midterm review.

Resources for the Victoria Rue Theatre as Pedagogy Podcast

Victoria Rue’s website:

Victoria Rue, Acting Religious: Theatre as Pedagogy in Religious Studies (Pilgrim Press, 2005).

Augusto Boal, Games for Actors and Non-Actors, trans. Adrian Jackson (Routledge, 1992).

_____, Theatre of the Oppressed (Urizen, 1979).

Sandra Butler and Barbara Rosenflum, Cancer in Two Voices (2nd Ed., Spinster Ink Books, 1996).

Joe Chaikin, The Presence of the Actor (Theatre Communications Group, 1972).

Maha Elgenaidi, founder of the Islamic Networks Group (ING):

Vsevold Meyerhold, Meyerhold on Theatre (Bloomsbury Meuthen Drama, 1978).

Pedagogy and Theatre of the Oppressed Conference:

Anna Deavere Smith, Fires in the Mirror (Anchor, 1993).

Viola Spolin, Improvisation for the Theatre: A Handbook of Teaching and Directing Techniques (3rd Edition, Northwestern University Press, 1999).

Theology Resources Mentioned in the Podcast:

James H. Cone, A Black Theology of Liberation (Orbis, 2010).

Beverly Harrison, Making the Connections: Essays in Feminist Social Ethics (Beacon, 1986).

_____. Our Right to Choose: Toward a New Ethic of Abortion (Beacon, 1983).

Carter Heyward, God in the Balance: Christian Spirituality in Times of Terror (Pilgrim, 2002).

Dorothee Soelle, Thinking about God: An Introduction to Theology (Wipf & Stock, 2016).

Additional resources for theatre of the oppressed:

 Bell, Lee Anne, Storytelling for Social Justice: Connecting Narrative and the Arts in Antiracist Teaching (Routledge, 2010).

Melisa Cahmann-Taylor and Mariana Souto-Manning, Teachers Act Up!: Creating Multicultural Learning Communities through Theatre (Teachers College Press, 2010).

Cohen-Cruz, Jan, Local Acts: Community-Based Performance in the United States (Rutgers, 2005).

Hannah Fox, Zoomy Zoomy: Improv Games and Exercises for Groups (Tusitala Publishing, 2010).

Katherine S. McKnight and Mary Scruggs, The Second City Guide to Improv in the Classroom: Using Improvisation to Teach Skills and Boost Learning (Jossey-Bass, 2008).

Stanley Pollack and Mary Fusoni, Moving Beyond Icebreakers: An Innovative Approach to Group Facilitation, Learning, and Action (The Center for Teen Empowerment, Inc., 2005).

Michael Rohd, Theatre for Community, Conflict & Dialogue: The Hope Is Vital Training Manual (Heinmann, 1998).

Mady Schutzman and Jan Cohen-Cruz, Playing Boal: Theatre, Therapy, Activism (Routledge, 1994).