Monthly Archives: January 2016

Special issue: Educate. Agitate. Organize: New and Not-So-New Teacher Movements #highered #bced #criticaled

We are thrilled to launch this Special Issue of Workplace: A Journal for Academic Labour:

Educate. Agitate. Organize: New and Not-So-New Teacher Movements

Special Issue of Workplace
Edited by
Mark Stern, Amy E. Brown & Khuram Hussain

Table of Contents

  • Forward: The Systemic Cycle of Brokenness
    • Tamara Anderson
  • Introduction to the Special Issue: Educate. Agitate. Organize: New and Not-So-New Teacher Movements
    • Mark Stern, Amy E. Brown, Khuram Hussain
  • Articles
  • Principles to Practice: Philadelphia Educators Putting Social Movement Unionism into Action
    • Rhiannon M Maton
  • Teaching amidst Precarity: Philadelphia’s Teachers, Neighborhood Schools and the Public Education Crisis
    • Julia Ann McWilliams
  • Inquiry, Policy, and Teacher Communities: Counter Mandates and Teacher Resistance in an Urban School District
    • Katherine Crawford-Garrett, Kathleen Riley
  • More than a Score: Neoliberalism, Testing & Teacher Evaluations
    • Megan E Behrent
  • Resistance to Indiana’s Neoliberal Education Policies: How Glenda Ritz Won
    • Jose Ivan Martinez, Jeffery L. Cantrell, Jayne Beilke
  • “We Need to Grab Power Where We Can”: Teacher Activists’ Responses to Policies of Privatization and the Assault on Teachers in Chicago
    • Sophia Rodriguez
  • The Paradoxes, Perils, and Possibilities of Teacher Resistance in a Right-to-Work State
    • Christina Convertino
  • Place-Based Education in Detroit: A Critical History of The James & Grace Lee Boggs School
    • Christina Van Houten
  • Voices from the Ground
  • Feeling Like a Movement: Visual Cultures of Educational Resistance
    • Erica R. Meiners, Therese Quinn
  • Construir Y No Destruir (Build and Do Not Destroy): Tucson Resisting
    • Anita Fernández
  • Existential Philosophy as Attitude and Pedagogy for Self and Student Liberation
    • Sheryl Joy Lieb
  • Epilogue
  • No Sermons in Stone (Bernstein) + Left Behind (Austinxc04)
    • Richard Bernstein, Austinxc04

Thanks for the continued interest in and support of our journals, Critical Education and Workplace, and our ICES and Workplace blogs. And please keep the manuscripts and ideas rolling in!

Sandra Mathison, Stephen Petrina & E. Wayne Ross, co-Directors
Institute for Critical Education Studies

E. Wayne Ross on The Courage of Hopelessness: Democratic Education in the Age of Empire #ubc100 #highered #bced

THE COURAGE OF HOPELESSNESS: DEMOCRATIC EDUCATION IN THE AGE OF EMPIRE

E. Wayne Ross
University of British Columbia
Friday, January 15th, 2016  12:30-2:00 p.m.
Scarfe Room 310

Abstract:
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.

Short Bio:
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.