Tag Archives: social justice education

Insurgent Social Studies

 

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:

  • Bravery and risk, as rebellious educators take the step of fighting back against social and educational injustice in public and visible ways.
  • Allies, accomplices, and solidarity, as educators and community members come together across different identities in order to build a more broad-based and effective movement for educational justice. This, in turn, also helps to mitigate risk.
  • Understanding organizing, protest, and demonstrations as a valuable and worthwhile form of pedagogy and curriculum in itself.
  • Using critical analyses of power as a central approach for teaching and learning about social and educational injustice.
  • Developing a curriculum of insurgency for educators, students, and the community to engage in critical analyses of power in schools and society.
  • Embracing schools as sites of both oppression and liberation, and in the process also reimagining the role that schools can play in broader social change.
  • Connecting to broader social movements, as educators, students, and community see and understand that their own struggles for justice and liberation are part of broader, historic traditions in the fight for change.

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

Call for a special issue of the Northwest Journal of Teacher Education, around the theme of “A Critical Reimagination of Teacher Education for Sustainable Social Justice in a Time of Crisis.”

Call for a special issue of the Northwest Journal of Teacher Education, around the theme of “A Critical Reimagination of Teacher Education for Sustainable Social Justice in a Time of Crisis.”

Special Issue Editors: Maika J. Yeigh, Portland State University and Richard D. Sawyer, Washington State University Vancouver.

The Northwest Journal of Teacher Education invites manuscripts for a special issue focused on critical responses to and reflections of teacher educators and students in the northwest United States and southwest Canada to the current COVID-19 crisis facing education. At a time when education is increasingly mediated by technology and online platforms and when the use of such platforms is perceived by many as a remedy if not a panacea for the crisis in education, many of us are deeply troubled by either real or potential issues facing teacher education and preparation programs. However, as a broad and diverse community of teacher educators, many of us are currently engaged in thoughts and actions to lessen threats to social justice or even reimagine and strengthen social justice foundations and dynamics in education. In this issue, we seek to present a collective yet pluralistic response to this crisis.

We invite 1,500 to 3,000 word manuscripts (although there may be exceptions to the length) in a range of genres and formats, including empirical studies, reflection pieces, position papers, auto/duoethnographies, dialogic essays, and/or arts-based (e.g. PhotoVoice) inquiries. The only specific requirement is that the manuscripts take a critical, social justice stance to teacher education at this time of the COVID-19 crisis.

Additional possible topics may include the following:

Indigenous pedagogies and teacher education/preparation

Identity more generally (K-12 student, teacher candidate, faculty members) and crisis education (e.g., isolation, reclaiming self, privileging/erasing identity, technology regulation of identity, various identity markers)

Culturally Sustainable Pedagogy

Truama (K-12 students, teacher candidates, faculty members)

Anti-trauma education

English Language Learners

EcoJustice Education

Neoliberalism and education (e.g., regulatory discourses, the role of ideology, the privatization of education)

Ability, access, and equity issues

The reimagination of education

The above topics are suggestions and we invite you to be creative with the manuscript call. The call is open to faculty members as well as graduate students.

Submission date: July 1, 2020, via the website for the Northwest Journal of Teacher Education: https://pdxscholar.library.pdx.edu/nwjte/.  The projected publication date is late fall, 2020.

Rouge Forum 2016 – Teaching for Democracy & Justice in an Age of Inequality

THE ROUGE FORUM CONFERENCE 2016

Teaching for Democracy and Justice in an Age of Inequality

May 27-28, 2016
Calgary, AB, Canada

#RougeForum16

Keynote Speaker: E. Wayne Ross, Professor, University of British Columbia
Location: St. Mary’s University [map]
Registration information and form
Submit Proposal
Housing Information
Program and schedule
Session abstracts
Conference web site

The Rouge Forum holds meetings on a regular basis at both local and national levels. The national conferences have been held on a more or less annual basis; all meetings are action-oriented and the national conferences usually include workshops for teachers and students; panel discussions; community-building and cultural events; as well as academic presentations. Many prominent voices for democracy and critical pedagogy have participated in Rouge Forum meetings. On this site you’ll find the latest information about upcoming Rouge Forum meetings and conferences as well information on past conferences, including abstracts, papers, and videos.