Möchten Sie über diese Zeitschrift informiert bleiben? Klicken Sie bitte auf die Buttons, um unsere Alerts zu abonnieren.
Möchten Sie über diese Zeitschrift informiert bleiben? Klicken Sie bitte auf die Buttons, um unsere Alerts zu abonnieren.
Given the numerous crises facing the world, this essay argues that educators need to turn to the radical tradition to teach students social justice activism. Reflecting on my experience teaching social justice activism, the essay describes a pedagogical approach called radical community-based learning (cbl), wherein faculty and students partner with grassroots social movements, groups, and/or organizations to engage in political activism for social justice. Radical cbl promotes place-based consciousness and place-based activism so that students gain experience making material differences in their local communities. Through radical cbl, students learn theories and skills for community organizing, and faculty see themselves as inextricably linked with the communities in which they work and live. The essay offers an overview of radical cbl and provides resources for teaching social justice activism through radical cbl.
Kauf
Sofortzugang erwerben (PDF-Download und unbegrenzter Online-Zugang):
Institutszugang
Melden Sie sich mit Open Athens, Shibboleth oder Ihren institutionellen Anmeldedaten an.
Persönliche Anmeldung
Melden Sie sich mit Ihrem brill.com-Konto an
Abujbara, J., Boyd, A., Mitchell, D. O., & Taminato, M. (Eds.). (2017). Beautiful rising: Creative resistance from the global South. or Books.
Alinsky, S. D. (1971). Rules for radicals: A practical primer for realistic radicals. Random House.
Bloch-Schulman, S., Humphrey, J. F., Jovanovic, S., Giles, H. S., Malotky, D., & Campbell, A. (2015). What kind of community? An inquiry into teaching practices that move beyond exclusion. Partnerships: A Journal of Service-Learning and Civic Engagement, 6(1), 25–50. http://libjournal.uncg.edu/prt/issue/view/104.
Boggs, G. L. (2015). A question of place. Monthly Review, 67(7), 55–56. https://doi.org/10.14452/MR-067-07-2015-11_5.
Coffey, C., Revollo, P. E., Harvey, R., Lawson, M., Butt, A. P., Piaget, K., Sarosi, D., & Thekkudan, J. (2020). Time to care: Unpaid and underpaid care work and the global inequality crisis. Oxfam International. https://oxfamilibrary.openrepository.com/bitstream/handle/10546/620928/bp-time-to-care-inequality-200120-en.pdf.
Counts, G. (1932). Dare the school build a new social order? Southern Illinois University Press.
Del Gandio, J. (2008). Rhetoric for radicals: A handbook for 21st century activists. New Society Publishers.
Foa, R. S., & Mounk, Y. (2016). The democratic disconnect. Journal of Democracy, 27(3), 5–17. https://doi.org/10.1353/jod.2016.0049.
Freire, P. (1970). Pedagogy of the oppressed. Continuum International.
Intergovernmental Panel on Climate Change. (2021). ar6 Climate Change 2021: The physical science basis. https://www.ipcc.ch/assessment-report/ar6/.
Jones, R. P., Cox, D., Griffin, R., Najle, M., Fisch-Friedman, M., & Vandermaas-Peeler, A. (2018). American democracy in crisis: Civic engagement, young adult activism, and the 2018 midterm elections. Public Religion Research Institute. https://www.prri.org/wp-content/uploads/2018/10/Civic-Engagement-NovB.pdf.
Jovanovic, S., Moretto, K., & Edwards, K. (2017). Moving from thin to thick conceptions of civic engagement: Faculty identity and goals for democratic learning. International Journal of Research on Service-Learning and Community Engagement, 5(1), 25–40. https://doi.org/10.37333/001c.29753.
Koball, H., & Jiang, Y. (2018). Basic facts about low-income children: Children under 18 years, 2016. National Center for Children in Poverty. http://www.nccp.org/publications/pdf/text_1194.pdf.
Loggins, J. (2022). Amid the uprisings: Cedric Robinson’s theory of collective resistance. The Nation, 314(9), 32–38.
McCann, B. J. (2020). Borders of engagement: Rethinking scholarship, activism, and the academy. In J. Lee & S. Kahn (Eds.), Activism and rhetoric: Theories and contexts for political engagement (2nd ed., pp. 11–25). Routledge.
Minieri, J., & Getsos, P. (2007). Tools for radical democracy: How to organize for power in your community. Jossey-Bass.
Patel, L. (2016). Decolonizing educational research: From ownership to answerability. Routledge.
Reynolds, A. (2016, December 22). North Carolina is no longer classified as a democracy. The News & Observer. http://www.newsobserver.com/opinion/op-ed/article122593759.html.
Robinson, C. J. (2020). Black Marxism: The making of the Black radical tradition (3rd ed.). University of North Carolina Press.
Russell, V., & Jovanovic, S. (2023). Radical Community-Based Learning: Tapping into students’ sense of justice. International Journal of Research on Service-Learning and Community Engagement, 10(1), Article 2. https://doi.org/10.37333/001c.66269.
Science and Security Board. (2020). It is 100 seconds to midnight: 2020 Doomsday Clock statement. Bulletin of the Atomic Scientists. https://thebulletin.org/wp-content/uploads/2020/01/2020-Doomsday-Clock-statement.pdf.
Shaw, R. (2013). The activist’s handbook: Winning social change in the 21st century (2nd ed.). University of California Press.
Telford, T. (2019, September 26). Income inequality in America is the highest it’s been since Census Bureau started tracking it, data shows. The Washington Post. https://www.washingtonpost.com/business/2019/09/26/income-inequality-america-highest-its-been-since-census-started-tracking-it-data-show/.
Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269. https://doi.org/10.3102/00028312041002237.
Žižek, S. (2010). A permanent economic emergency. New Left Review, 64, 85–95.
| Insgesamt | Letzte 365 Tage | In den letzten 30 Tagen | |
|---|---|---|---|
| Aufrufe von Kurzbeschreibungen | 339 | 101 | 14 |
| Gesamttextansichten | 13 | 1 | 0 |
| PDF-Downloads | 30 | 4 | 0 |
Given the numerous crises facing the world, this essay argues that educators need to turn to the radical tradition to teach students social justice activism. Reflecting on my experience teaching social justice activism, the essay describes a pedagogical approach called radical community-based learning (cbl), wherein faculty and students partner with grassroots social movements, groups, and/or organizations to engage in political activism for social justice. Radical cbl promotes place-based consciousness and place-based activism so that students gain experience making material differences in their local communities. Through radical cbl, students learn theories and skills for community organizing, and faculty see themselves as inextricably linked with the communities in which they work and live. The essay offers an overview of radical cbl and provides resources for teaching social justice activism through radical cbl.
| Insgesamt | Letzte 365 Tage | In den letzten 30 Tagen | |
|---|---|---|---|
| Aufrufe von Kurzbeschreibungen | 339 | 101 | 14 |
| Gesamttextansichten | 13 | 1 | 0 |
| PDF-Downloads | 30 | 4 | 0 |