Juan F. Carrillo, Dan Heiman, Noah De Lissovoy
Saili Kulkarni, Sunyoung Kim, Nicola Holdman
Critical Theories in Education
The Rouge Forum Archive is now available at RougeForum.com The RF Archive includes flyers, broadsides, conference programs, issues of our zine The Rouge Forum News, the Adam Renner Education for Social Justice Lectures, and more. And also check out RougeForum.org for additional information about RF activities.
We are concerned about questions like these:
We are both research and action oriented. We want to learn about equality, democracy, and social justice as we simultaneously struggle to bring into practice our present understanding of what these are.
We seek to build a caring inclusive community that understands an injury to one is an injury to all. At the same time, our caring community is going to need to deal decisively with an opposition that is sometimes ruthless.
Read about the origins and history of The Rouge Forum here.
The River Rouge runs throughout the Detroit area—where the Rouge Forum was founded in 1998. Once a beautiful river bounteous with fish and plant life, it supported wetlands throughout southeast Michigan. Before industrialization, it was one of three rivers running through what is now the metropolitan area. Today the Rouge meanders through some of the most industrially polluted areas in the United States, past some of the poorest and most segregated areas of North American, only to lead some tributaries to one of the richest cities in the U.S.: Birmingham. The Rouge cares nothing for boundaries. The other two Detroit rivers were paved, early in the life of the city, and now serve as enclosed running sewers. Of the three, the Rouge is the survivor.
The Ford Rouge Plant was built before and during World Way I. By 1920, it was the world’s largest industrial complex. Everything that went into a Ford car was manufactured at the Rouge. It was one of the work’s largest iron foundries and one of the top steel producers. Early on, Henry Ford sought to control every aspect of a worker’s life, mind and body, in the plant and out. Using a goon squad recruited from Michigan prisons led by the infamous Harry Bennet, Ford instituted a code of silence. He systematically divided workers along lines of national origin, sex, race, and language groupings–and set up segregated housing for the work force. Ford owned Dearborn and its politicians. He designed a sociology department, a group of social workers who demanded entry into workers’ homes to discover “appropriate” family relations and to ensure the people ate Ford-approved food, like soybeans, voted right, and went to church.
While Ford did introduce the “Five Dollar Day,” in fact only a small segment of the employees ever got it, and those who did saw their wages cut quickly when economic downturns, and the depression, eroded Ford profits.
The Rouge is the site that defined “Fordism.” Ford ran the line mercilessly. Fordism which centered on conveyor production, single- purpose machines, mass consumption, and mass marketing, seeks to heighten productivity via technique. The processes are designed to strip workers of potentially valuable faculties, like their expertise, to speed production, expand markets, and ultimately to drive down wages. These processes seek to make workers into replaceable machines themselves, but machines also capable of consumption. Contrary to trendy analysis focused on globalization and the technique of production, Ford was carrying on just-in-time practices at the Rouge in the early 1930’s. Ford was and is an international carmaker, in the mid 1970’s one of Europe’s largest sellers. In 1970, Ford recognized the need to shift to smaller cars, and built them, outside the U.S., importing the parts for assembly—early globalism.
Ford was a fascist. He contributed intellectually and materially to fascism. His anti-Semitic works inspired Hitler. Ford accepted the German equivalent of the Medal of Honor from Hitler, and his factories continued to operate in Germany, untouched by allied bombs, throughout WWII.
At its height, more than 100,000 workers held jobs at the Rouge. Nineteen trains ran on 85 miles of track, mostly in huge caverns under the plant. It was the nation’s largest computer center, the third largest producer of glass. It was also the worst polluter. The Environmental Protection agency, in 1970, charged the Rouge with nearly 150 violations.
Today there are 9,000 workers, most of them working in the now Japanese-owned iron foundry. Ford ruthlessly battled worker organizing at the Rouge. His Dearborn cops and goon squad killed hunger marchers during the depression, leading to massive street demonstrations. In the Battle of Overpass Ford unleashed his armed goons on UAW leaders, a maneuver which led to the battle for collective bargaining at Ford, and was the founding monument to what was once the largest UAW local in the world, Local 600, led by radical organizers for years.
On 1 February 1999, the boilers at the aging Rouge plant blew up, killing six workers. The plant, according to workers, had repeatedly failed safety inspections. UAW local president made a statement saying how sorry he was for the families of the deceased–and for William Clay Ford, “who is having one of the worst days of his life.” Papers and the electronic press presented the workers’ deaths as a tough day for the young Ford who inherited the presidency of the company after a stint as the top Ford manager in Europe. The steam went out of Local 600 long ago. The leaders now refer to themselves as “UAW-FORD,” proof that they have inherited the fascist views of the company founder.
When environmentalist volunteers tried to clean the rouge in June 1999, they were ordered out of the water. It was too polluted to clean. So, why the Rouge Forum? The Rouge is both nature and work. The Rouge has never quit; it moves with the resilience of the necessity for labor to rise out of nature itself. The river and the plant followed the path of industrial life throughout the world. The technological advances created at the Rouge, in some ways, led to better lives. In other ways, technology was used to forge the privilege of the few, at the expense of most–and the ecosystems, which brought it to life, The Rouge is a good place to consider a conversation, education, and social action. That is why.
Economy, society and politics: Socio-economic and political education in schools and universities, edited by Christian Fridrich, Udo Hagedorn, Reinhold Hedtke, Philipp Mittnik, Georg Tafner is a new English language edition of a book originally published in 2021, Wirtschaft, gesellschaf und politick: Sozioökonomische und politische bildung in schule und hochschule.
The interconnections of economy, society and politics so obviously determine socio-economic and political structures and problem situations, current ways of thinking and acting as well as the collective perception of solution options that their still low attention in university teaching and school education is surprising. Phenomena such as pandemics, climate change, migration or authoritarianism make the close, complex and contradictory connections between economy, society and politics tangible. Against this background, socioeconomic research, teaching and education are urgently needed.
The volume aims to contribute to this by presenting research contributions on problem complexes such as economy and democracy, perspectivity and multiperspectivity, situation, interest and politics, subject and subjectification, and discipline and curriculum.
The book originated from papers presented at a conference sponsored by the Association for Socio-Economic Education and Research [GSÖBW – Gesellschaft für Sozioökonomische Bildung und Wissenschaft] held at University College of Teacher Education Vienna [Pädagogische Hochschule Wien], Austria, in February 2020.
I was honoured to give one of the keynote talks at the GSÖBW in Vienna and my talk appears as one of the chapters in the new English edition (as well as the German edition).
Critical Education Special Issue – Call for Submissions
CRITICAL HUMANISM AND PROBLEMS OF CHANGE
Deadline for Submissions: December 15, 2023
Submission Types: Empirical and theoretical papers; interviews; practitioner field reports, experiential descriptions, or teaching examples
Review Process: All submissions of scholarly articles will be peer-reviewed. Interviews and field reports will be reviewed “in-house.”
Philosophical Overview/Perspective: Institutions once designed to ensure democratic participation by limiting governing power are instead used to manipulate the commons while attacking group solidarity marginalizing the most vulnerable in societies. Capitalist austerity measures and identity politics built into bad-faith legislation ensure antagonisms distract from democratic educational possibility (Ross & Vinson, 2013; Sondel, 2015). The results are populations divided, which secures worker subservience to existing structures of power or domination. Resultant social tensions keep society distracted, precluding democratizing agency. Schooling and schooling experiences reflect the acceptance of cultural narratives where societies live out the capitalist status quo and a vertically aligned social hierarchy (Rodriguez, 2008). The miseducation of students becomes a means to, at best, maintain hierarchy, but more insidiously, becomes an ideological lever for actively legitimizing dehumanization. However, critical educators fight against these alienating conditions as students and teachers direct knowledge, exchanges, and personal agency toward more democratic civic participation to secure human freedom and dignity (Freire, 2018; hooks, 2014; West, 2004).
In this special issue, we seek empirical and theoretical papers, interviews (with organic intellectuals, activist students or teachers, education workers committed to their community, and community members striving for more equitable schools and societies), practitioner field reports, and book reviews that take a critical humanist approach to education and the social world. By critical humanism, we are referring to ideas, research, and approaches that can help students and educators take pragmatic approaches toward promoting human liberation from conditions that enslave individuals and ensure the conditions for democracy. This may mean demonstrating more complex connections between the classroom to society, or ways critical educators create the conditions for a more just world. We are interested in scholarship that describes teacher and student agency within the current political climate and perspectives that serve as a counterpoint to vertical social hierarchies. Examples may include, but are not limited to social, historical, and political analyses; class relations in society, conflict resolution, dismantling censorship mechanisms that regulate human possibility and experience; teacher work within and as part of their communities; student, teacher, and community solidarity responding to oppressive conditions and/or legislation; analysis of artifacts, discourse, and culture; or research on, transformational civic practices or engagement; applications of critical or cultural frameworks to educational phenomena; anti-fascist, decolonial, and anti-oppressive approaches; innovations that help facilitate opportunities for emancipatory social transformation through critical education and praxis. Contributions related to activist communities transforming ideology, social conditions, and teaching conditions, among LGBTQ+, Indigenous, feminist, racialized, and other minorized groups are encouraged.
Submission may also relate to the different aspects of schooling as a historical activity system or the greater educational ecology which might include reimagining classroom mediation; use of disciplinary tools; equitable divisions of classroom labor; and/or classroom labor directed toward social transformation (Engeström, 2015; Sanino et. al, 2009). We would like to illuminate the many ways teachers, students, and educational and other community stakeholders work in solidarity to transform the oppressive social conditions that situate education and society (Magill & Rodriguez, 2021).
Manuscripts due: December 15, 2023
For details on manuscript submission see: Critical Education Information for Authors.
When submitting your manuscript please choose the journal section “Critical Analysis and the Problems of Change” from the drop-down menu.
Additional questions can be directed to: Kevin R. Magill (Kevin_Magill@Baylor.edu)
References
Engeström, Y. (2015). Learning by expanding. Cambridge University Press.
Evans, M. (2009). Citizenship education, pedagogy and school contexts. Education for citizenship and democracy, 519-532.
Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury USA.
hooks, B. (2014). Teaching to transgress. Routledge.
Magill & Rodriguez. (Forthcoming) Structures of American Education. Roman & Littlefield.
Magill, K. R. & Rodriguez, A. (2021). Teaching as intellectual solidarity. Critical Education, 12(1), 1-21. http://ojs.library.ubc.ca/index.php/criticaled/article/view/186451
Ross, E. W. (2015). Teaching for change: Social education and critical knowledge of everyday life. The importance of teaching social issues: Our pedagogical creeds, 141-147.
Ross, E. W., & Vinson, K. D. (2013). Resisting neoliberal education reform: Insurrectionist pedagogies and the pursuit of dangerous citizenship. Cultural Logic: A Journal of Marxist Theory & Practice, 20, 17-45.
Sannino, A. E., Daniels, H. E., & Gutiérrez, K. D. (2009). Learning and expanding with activity theory. Cambridge University Press.
Sondel, B. (2015). Raising citizens or raising test scores? Teach for America, “no excuses” charters, and the development of the neoliberal citizen. Theory & Research in Social Education, 43(3), 289-313.
West, C. (2004). Democracy matters, winning the fight against imperialism. New York: Penguin.
Mark your calendar for UBC Department of Curriculum and Pedagogy Seminar with Dr. Wayne Au (University of Washington, Bothell).
Dr. Au will be speaking on “A Pedagogy of Insurgency in Troubling Times” on January 27, 2023, 12:30PM – 2:00PM via Zoom.
For Zoom details, please email edcp.educ@ubc.ca
Dr. Au’s seminar talk is titled “A Pedagogy of Insurgency in Troubling Times: The Imperative of Teaching and Organizing for Educational and Social Justice”. Teachers are on the frontline of ongoing social, economic, and community health crises. Using the organizing for racial justice done by teachers in Seattle, WA, in this talk Dr. Wayne Au will discuss how teacher actions represent a kind of pedagogy of insurgency that is required when social contradictions reach a particular level. While not all-powerful, it is important to recognize that this kind of pedagogy can have significant local impact as well as offer symbolic inspiration for teacher organizing at the national and international levels.
Dr. Au is a former public high school social studies teacher and is now Dean and Professor in the School of Educational Studies at the University of Washington Bothell. He is a long-time editor for the social justice teaching magazine, Rethinking Schools, and his work focuses on both academic and public scholarship about high-stakes testing, neoliberal education policy, teaching for social justice, critical pedagogy, and anti-racist education.
Author or editor of over 100 publications, his recent co-edited books include Insurgent Social Studies: Scholar-Educators Disrupting Erasure and Marginality (2022), Rethinking Ethnic Studies (2019) and Teaching for Black Lives (2018). His most recent authored books include the second edition of Unequal By Design: High-Stakes Testing and the Standardization of Inequality (2022) and A Marxist Education (2018).
Dr. Au was honored with the UWB Distinguished Teaching Award in 2015, presented the William H. Watkins award for scholar activism from the Society of Professors of Education in 2017, and recognized with the Distinguished K-12 Educational Leader Award from the Evergreen State College MiT program in 2019.
Rethinking Schools‘ recent picks social justice resources includes a wide variety of resources including picture books, novels, films, and education policy and practice.
I’m proud to have contributed to one the recommended resources, Insurgent Social Studies: Scholar Educators Disrupting Erasure and Marginality (Myers Education Press, 2022), edited by Natasha Hakimali Merchant, Sarah B. Shear and Wayne Au. Rethinking Schools says:
“In the introduction to Insurgent Social Studies, the editors’ opening line is “Social studies education in the United States is a problem.” The problem is that the field of social studies has historically been dominated by white men, and this book serves as an intervention to that problem. Chapters in this collection offer perspectives and analyses of social studies from a variety of groups that have typically been marginalized, including the need for anticolonial social studies, Black Lives Matter in the social studies, the necessity of teaching about Palestine as part of social studies curriculum, challenging whiteness in social studies education, and queering world history, among others. This is an important collection for learning about social studies research and practices that are not typically included in the field.”
Introduction
We Won’t Wait Any Longer: An Introduction and Invitation to Insurgency for Social Studies
Natasha Hakimali Merchant, Sarah B. Shear, and Wayne Au
Chapter 1
Insurgence Must Be Red: Connecting Indigenous Studies and Social Studies Education for Anticolonial Praxis
The Turtle Island Social Studies Collective
Chapter 2
Solidarity Is a Verb: What the Black Lives Matter Movement Can Teach Social Studies About the Intersectional Fight Against Anti-Black Racism
Tiffany Mitchell Patterson
Chapter 3
The Audacity of Equality: Disrupting the Distortion of Asian America in Social Studies
Noreen Naseem Rodríguez and Esther June Kim
Chapter 4
“Existence is Resistance”: Palestine and Palestinians in Social Studies Education
H. Shatara
Chapter 5
Insurgente: A Familia in Conversation About Latinxs Voices in the Field of Social Studies
La Familia Aponte-Safe Tirado Díaz Beltrán Ender Busey Christ
Chapter 6
Unsatisfied: The Conceptual Terrain of De-Essentializing Islam in Social Studies
Natasha Hakimali Merchant
Chapter 7
Queer Worlding as Historical Inquiry for Insurgent Freedom-Dreaming
Tadashi Dozono
Chapter 8
Democracy Is Interdisciplinary: The Case for Radical Civic Innovation Across Content Areas
Antero Garcia, Nicole Mirra, and Mark Gomez
Chapter 9
Cultural Bombs and Dangerous Classes: Social Studies Education as State Apparatus in the War on Terror
Jennice McCafferty-Wright
Chapter 10
Whiteness and White Responsibility in Social Studies
Andrea M. Hawkman
Afterword
Insurgent Social Studies and Dangerous Citizenship
E. Wayne Ross
About the Authors
Index
Insurgent Social Studies: Scholar-Educators Disrupting Erasure and Marginality has just been published by Myers Education Press.
The collection brings together contributions from a “new(er)” generation of social studies scholar-educators who take as one of their starting points a social studies curriculum that is “designed to erase or otherwise marginalize voices, bodies, and experiences not accepted by or created for the benefit of white supremacist society.”
The project was inspired by Wayne Au’s conception of pedagogy of insurgency. Au describes this kind of pedagogy as requiring:
The editors, Natasha Hakimali Merchant, Sarah B. Shear and Wayne Au, argue that “taken as a whole, a pedagogy of insurgency seeks to understand and at least partially explain the ways that teachers have the power – through pedagogy, curriculum, and community activism – to actively resist injustice while also working towards a more radically just world.
This is a path-breaking work in social studies education and anyone who is engaged and the political/pedagogical struggles for social justice in schools and the larger society will benefit from reading this collection.
I want to thank the editor for inviting me to write a brief Afterword.
Table of Contents
Introduction – We Won’t Wait Any Longer: An Introduction and Invitation to Insurgency for Social Studies
Natasha Hakimali Merchant, Sarah B. Shear, and Wayne Au
1. Insurgence Must Be Red: Connecting Indigenous Studies and Social Studies Education for Anticolonial Praxis
The Turtle Island Social Studies Collective
2. Solidarity Is a Verb: What the Black Lives Matter Movement Can Teach Social Studies About the Intersectional Fight Against Anti-Black Racism
Tiffany Mitchell Patterson
3. The Audacity of Equality: Disrupting the Distortion of Asian America in Social Studies
Noreen Naseem Rodríguez and Esther June Kim
4. “Existence Is Resistance”: Palestine and Palestinians in Social Studies Education
Hanadi Shatara
5. Insurgente: A Familia in Conversation About Latinxs Voices in the Field of Social Studies
La Familia Aponte-Safe Tirado Díaz Beltrán Ender Busey Christ
6. Unsatisfied: The Conceptual Terrain of De-Essentializing Islam in Social Studies
Natasha Hakimali Merchant
7. Queer Worlding as Historical Inquiry for Insurgent Freedom-Dreaming
Tadashi Dozono
8. Democracy Is Interdisciplinary: The Case for Radical Civic Innovation Across Content Areas
Antero Garcia, Nicole Mirra, and Mark Gomez
9. Cultural Bombs and Dangerous Classes: Social Studies Education as State Apparatus in the War on Terror
Jennice McCafferty-Wright
10. Whiteness and White Responsibility in Social Studies
Andrea M. Hawkman
Afterword – Insurgent Social Studies and Dangerous Citizenship
E. Wayne Ross
During the height of the COVID-19 pandemic, Fatma Mizikaci and Eda Ata (University of Anakara, Turkey) began a free online webinar series called Global Thursday Talks to examine the social and political impact of the pandemic on education, and explore how the creation of digital communities has become indispensable in maintaining connectivity and building networks.
The book version of these GTT talks and interviews, Critical Pedagogy and the Covid-19 Pandemic: Keeping Communities Together in Times of Crisis has just been published by Bloomsbury.
A wide-range of critical scholar/activist educators from Europe, North America and Turkey participated in the seminars and contribute to the book. I’m really pleased to have had the opportunity to participate in the project along with Antonia Darder, Liv Mjelde, Michael Apple, Peter McLaren, Henry Giroux, Ira Shor, and many others.
My dialogue with Fatma and Eda as part of GTT is wide-ranging. I discuss my journey as an activist educator and experiences that shaped my thinking about education and its role in the transformation of society. I also describe how the pandemic created a crisis for teaching, learning, and democratic action within the pre-existing crisis that is neoliberal capitalism, including how the threats of corporate education intensified during the pandemic. I also spend time talking about various models of critical resistance for teachers and teacher educators – that is – how post-pandemic educators can take advantage of the disruptions of traditional practices to create more flexible, responsive and subversive approaches to teaching and learning.
I’m pleased to provide a sneak peak of a new book coming out from Routledge later in 2022.
Social Studies Education in Latin America: Critical Perspectives from the Global South will be the first entry in a new Routledge books series titled Social Studies and Citizenship Education in the Global South. The book and book series are edited by Sebastián Plá (Professor at the National Autonomous University of Mexico) and me.
This book offers a path forward, for the growing collaboration in social studies education between Global North and South educators, practitioners, and researchers. In this volume, leading critical social studies education researchers from Latin America explore the constant presence of colonialism, capitalism, patriarchy, and state violence. Chapter contributors represent a large part of the continent, and offer perspectives on a wide range of topics, including; recent history and memory, cultural dimensions of social studies education, and comparative studies among Latin American countries.
By bringing together this critical work in one volume, the book fosters conversation across geographic regions to transcend the national contexts for which these analyses are generally produced. This collection provides insights into issues of curriculum, teaching, teacher education and research in the region and will be of interest to readers both familiar with and new to research on social studies, history, citizenship, and geography education in Latin America.
Table of Contents
Preface
1. The New Social Studies Research in Latin America: An Introduction
Sebastián Plá & E. Wayne Ross
2. Educational Trajectories in an Adverse Political Context: The Social Sciences and History in the Colombian School
Sandra Patricia Rodríguez Ávila
3. Education, History, and Memory in the Chilean School: A Perspective on Chile’s Recent History from the Narratives of High School Students
Fabián González Calderón & Graciela Rubio Soto
4. Interculturalism in the Training of History Teachers: Persistence of the Disciplinary Code
Omar Turra Díaz & Juan Salcedo-Parada
5. Decolonial Pedagogy: Intersections and Resistances of Memory and History, in Mapuche Communities of Southern Chile
Carolina Huenchullán Arrué
6. Afrodescendant in Latin America and Social Studies: A Perspective from Mexico
Gabriela Iturralde Nieto
7. When Gender and Sexuality Intersect with History Teaching: Brazil is Burning
Fernando Seffner
8. Crossroads of History Teaching and Learning and Political Science in Latin America: TheResidenteProject
Luis Fernando Cerri
9. Disciplinary Codex in History Education
María Paula González
10. On the History We Teach Every Day: Historics, Historiography and Philosophy of History
Ana Zavala
11. The Critical Reading of the Southern Geographical Reality: The Challenge of School Geography
José Armando Santiago Rivera
12. The Panorama of Social Studies in Latin America Curricula
Sebastián Plá
Advance Endorsements
“The New Social Studies Research in Latin America is an achievement and an opportunity to facilitate a better exchange of ideas and more equal academic discussion. Written by leading researchers in Latin America and edited by key authorities in the field, it opens access to Latin American social studies research in their own words. The book is an essential read for social studies academics and practitioners who are open to being challenged and engaging in more ethical constructions of knowledge.” – Dr. Edda Sant, Reader in Education, Manchester Metropolitan University (UK)
“There is an essential uniqueness to The New Social Studies Research in Latin America that could truly benefit social studies education in North America. We are in urgent need of a global lens and vital dialogue that examines the political, economic, and social histories inherent to Central and South America. Like none before, this book will bring to our classrooms perspectives on power and a wonderful opportunity to shift our practices.” – Dr. Cinthia Salinas, Ruben E. Hinojosa Regents Professor in Education, University of Texas at Austin (USA)
“The collection of critical research on social studies in Latin America, in dialogue with global issues, makes The New Social Studies Research in Latin America an indispensable contribution to the renewal of critical social studies education.” – Dr. Antoni Santisteban Fernández, Professor & Director of the Department of Didactics of Language and Literature, and Social Sciences, Autonomous University of Barcelona (Spain)
“The New Social Studies Research in Latin America offers readers vital insights into critical teaching and learning. The chapters call upon educators to account for the classed, gendered, and racialized nature of systems born in Empire and inequality and for the capacities of communities to learn themselves into a more just co-existence.” – Dr. Kent den Heyer, Professor, Department of Secondary Education, University of Alberta (Canada)
“Language has become a barrier to knowledge and exchange between research carried out in countries whose language is of Latin origin, in our case Spanish and Portuguese. It is important to promote and discuss the knowledge created in Latin America, which makes The New Social Studies Research in Latin America relevant.” – Dr. Ángel Díaz-Barriga, Institute for Research on the University and Education, National Autonomous University of Mexico (Mexico)