- ICES Seminar: THE REGIMES OF TRUTH OF (GLOBAL) CITIZENSHIP EDUCATION
- CFM Deadlined Extended: Contemporary Educator Movements: Transforming Unions, Schools, and Society in North America
- Dr. Sebastián Plá | “Curriculum and Structural Violence: Teaching Social Studies in Latin America’s Secondary Schools”
- The Fear Created by Precarious Existence in The Neoliberal World Discourages Critical Thinking / La peur créée par l’existence précaire dans le monde néolibéral décourage la pensée critique
- The New Teachers’ Roundtable: A Case Study of Collective Resistance
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- The Courage of Hopelessness: Democratic Education in the Age of Empire [Video] on
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- BC schools face total budget shortfall of $130 million #bcpoli on
- BC Teachers Federation scores landmark victory in academic freedom and freedom of expression #bcpoli on
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Category Archives: K-12 issues
Critical Education has just published its latest issue at
This special issue of Critical Education, entitled “The Legacy of
Ferguson: A Referendum on Citizenship Denied,” presents papers about Ferguson, several of which were presented as part of a panel on Ferguson held at the College and University Faculty Assembly (CUFA) conference of the National Council for the Social Studies in 2015. Anthony J. Castro and Alexander Cuenca are the issue editors and have added additional articles to
address issues in Baltimore and to reflect back on Ferguson two years later.
As Castro notes in his introduction to this issue “as we arranged these pieces, we felt struck with an overwhelming sense of purpose. We have to keep this conversation real and alive. So with hope in our hearts and hands ready to toil with patience and persistence, we invite you to join the struggle, because Black Lives Matter.”
Thanks for the continuing interest in our work,
E Wayne Ross
Co-Editors, Critical Education
Institute for Critical Education Studies
University of British Columbia
Vol 8, No 2 (2017)
Table of Contents
The Legacy of Ferguson: A Referendum on Citizenship Denied
Hope and Persistence: The Legacy of Ferguson Introduction to the Special Issue of Critical Education
Anthony J. Castro
Ferguson and the Violence of Indifference in Our Classrooms
Black Lives Matter: Reflections on Ferguson and Creating Safe Spaces for Black Students
Same As It Ever Was: Ferguson, Two Years Later
My Reasonable Response: Activating Research, MeSearch, and WeSearch to Build Systems of Healing
The Media and Black Masculinity: Looking at the Media Through Race[d] Lenses
Turning a Moment into a Movement: Responding to Racism in the Classroom
Dr. E. Wayne Ross | Professor, EDCP
January 15, 2016
E. Wayne Ross is Professor in the Department of Curriculum and Pedagogy at UBC. He has written and edited numerous books including: Critical Theories, Radical Pedagogies and Social Education (Sense, 2010); The Social Studies Curriculum: Purposes, Problems and Possibilities (4th Ed., SUNY Press, 2014) and Working for Social Justice Inside and Outside the Classroom (Peter Lang, 2016). He also edits the journals Critical Education, Workplace: A Journal for Academic Labor, and Cultural Logic.
In this talk I argue there is a disconnect between the rhetoric and reality of democracy in North America that subverts traditional approaches to democratic education. The tropes that have historically dominated the discourse on democracy and democratic education now amount to selling students (and ourselves) a lie about history and contemporary life. Our challenge is to re-imagine our roles as educators and find ways to create opportunities for students to create meaningful personal understandings of the world. Education is not about showing life to people, but bringing them to life. The aim is not getting students to listen to convincing lectures by experts, but getting them to speak for themselves in order to achieve, or at least strive for an equal degree of participation and a more democratic, equitable, and justice future. This requires a new mindset, something I call dangerous citizenship.
Critical Education is proud to be the sponsor journal for Critical Theories in the 21st Century at West Chester University.
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th
CRITICAL PEDAGOGY VS. CAPITAL:
REIGNITING THE CONVERSATION
The Department of Professional and Secondary Education
West Chester University of Pennsylvania
Closing Conference Keynote (November 7th):
Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?
There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.
Some examples of possible topics include:
- Challenging the unholy trinity of state, capital, and religion
- Class and the capital-labor dialectic
- Identity and economics
- Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
- Reform versus revolution
- Socialism, communism, & democracy
- Affect theory and the new materialisms
- The knowledge economy, post-Fordism, and “cognitive capitalism”
- Critical geography
While this conference will include important presentations and debates in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders.
While this conference will include important presentations and challenging discussions based in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors.
Please submit abstract proposals (500-1000 words) to:
Curry Malott (firstname.lastname@example.org)
Proposal due date: September 27th, 2015
ABOUT A THIRD OF ALL BC SCHOOL DISTRICTS HAVE A SIMILAR POLICY IN PLACE
Renee Bernard, News1130, November 15, 2013– The largest school district in the province will become the latest to adopt an anti-homophobia policy.
Gioia Breda of the Surrey Teachers Association worked on the document and says it’s an important philosophical statement to support students facing homophobic bullying.
“You can compare students who experience racism, for example. When they go home, those students have parents who are often supportive and sympathize, whereas LGBTQ youth may not have come out to their parents,” she explains.
She calls it a pro-active code.
“It offers a positive and inclusive curriculum, more sexual health education for LGBTQ youth, and education for administrators, staff and counsellors about LGBTQ issues.”
She says the policy is designed to protect both students and staff.
Just over a decade ago, the school board made national headlines in its fight to ban books featuring same-sex couples, a policy it eventually changed.
The board’s anti-bullying code was adopted with relative ease, compared to the situation in Burnaby a few years ago, when that school board encountered protests from parents.
About a third of all BC school districts have anti-homophobic bullying policies in place.
Read More: News1130
Students say “We’re young, not stupid:” Keep big oil out of our schools #bced #yteubc #bcpoli #DavidSuzuki #occupyeducation
pump jack writes curriculum
This is what you call genuine pro-activism. Barely a month into its launch of Energy IQ (yes, “IQ”), Canadian Geographic is sheepishly back-pedalling and having to answer to students. Energy IQ is to be The Energy Curriculum for the entire nation. The first hint that something was suspect about this was the photo gallery in the June Canadian Geographic Magazine that featured and introduced the new Energy IQ curriculum. As if the author of the curriculum, the proud Pump Jack, “iconic symbol of the West,” dominates. Is this is a curriculum about, for, and from BIG power?
That’s the question students in Vancouver are asking as they join forces with Power Shift, a green grass roots environmental movement. “We’re young, not stupid,” they say, “Keep big oil out of our schools.” The students’ Open Letter and petition are generating international interest and momentum. Dear CAPP, the students write: “The Energy IQ program is of serious concern to us as current high school students, specifically because of its inherent corporate bias and the ideals it will promote…. Propaganda has no place in our schools.” The high school activists currently have over 600 supporters signed on to the petition and were featured by the CBC (tv and radio) on 14 November.
The two student-activists at the front of the protest, Sophia and Sydney, note that “We just believe we should not have corporations in our public classrooms” “It’s just not saying the full truth and we really believe that it shouldn’t be used in the classrooms.”
And this pro-activism is excellent timing, as the new Pump Jack curriculum begins to make its way into the schools. Just as oil and gas dominate clean energy in Canada, the students are asking why Pump Jack is behind the Energy IQ Curriculum.
Yes, teachers and students can criticize the curriculum and politically remix it, but prior questions are those the students are asking, whether Pump Jack ought to be authoring and issuing curriculum for the schools. Or why is Canadian Geographic joined with Pump Jack?
Or what in the world is going on with the Geography curriculum? The Pump Jack curriculum is linked to the Canadian National Standards for Geography, but the energy and economics Standards within might as well have been written by Pump Jack itself. The word “capitalism,” Pump Jack’s child and daddy (go figure) economic system for a century, does not appear in the Standards. For the Environment and Society standard, students can “Speculate on the environmental consequences of a major long-lasting energy crisis (e.g., high/low crude oil prices),” and maybe speculating is enough. Surely, documenting and acting on climate change need not be a standard. Of course, “climate change” does not appear in the Standards either.
Invented in Oil City (it’s true) in 1913, Pump Jack is celebrating its 100th birthday this year so maybe it is appropriate that it authors and teaches the global Energy IQ curriculum. Happy Birthday Pump Jack! Remember the combination: 40-31-24-5.