DOCSLIB.ORG

Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 6-2021 Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy Lindsey Albracht The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/4285 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] BEYOND AUTHORIZATION: TOWARD ABOLITIONIST TRANSLITERACIES ECOLOGIES AND AN ANTI-RACIST TRANSLINGUAL PEDAGOGY by LINDSEY ALBRACHT A dissertation submitted to the Graduate Faculty in English in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2021 ©2021 LINDSEY ALBRACHT All Rights Reserved ii Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy by Lindsey Albracht This manuscript has been read and accepted for the Graduate Faculty in English in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. __________________ ______________________________________ Date Amy J. Wan Chair of Examining Committee _________________ _____________________________________ Date: Kandice Chuh Executive Officer Supervisory Committee: Mark McBeth Jessica Yood THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy by Lindsey Albracht Advisor: Amy J. Wan This project explores the recent paradigm shift within Writing Studies toward a translingual approach, situating many of the critiques of this approach as limitations produced by dominant liberal models of Writing Studies pedagogy. Taking up Vershawn Ashanti Young and Frankie Condon’s call to move toward a more anti-racist translingual approach, I argue for why dominant anti-racist Writing Studies pedagogies, which commonly revolve around reforming individual behaviors, attitudes, dispositions, or practices, will inadequately address institutionally-produced structures of racialized linguistic marginalization. Drawing inspiration from a variety of Lefist abolitionist movements—particularly the movement toward Prison Industrial Complex (PIC) abolition, the movement toward the abolition of involvement with the carceral state within the field of K-12 education, and student-led activism leading to the passage of the City University of New York’s Open Admissions policy—I argue for how an anti-racist translingual approach may attend to the wider language ecologies that shape language reception practices and that challenge the dominant order of racial capitalism beyond the first-year writing classroom and program. iv ACKNOWLEDGEMENTS Beginning a dissertation process at the start of the uprisings in Ferguson, Missouri and finishing the process in the middle of an ongoing global pandemic has made me especially grateful to learn from visionary abolitionists who have modeled resistance, resiliency, community, mutuality, joy, and world making. I am particularly inspired by the community organizers and mutual aid volunteers who have imagined and enacted the world that we want to live in during what has been a time of staggering and incomprehensible loss within the CUNY system alone, within our city, and across the world. Thank you for showing the way. To “essential” workers, healthcare workers, and the many contingent university staff and instructors upon which the existence of this city and this system is entirely dependent, there are no words of appreciation that are sufficient. To my advisor, Amy Wan, whose generous mentorship and friendship have made this entire process rich and fulfilling, a huge thank you for everything that you’ve done for me and that you do for so many of us at the Grad Center. Your edits and questions have taught me more about giving generative feedback than you could know. You also regularly model how humility and empathy are inseparable from critique and meaningful action. And your snack game is untouchable. To Mark McBeth, whose feedback has also been invaluable to shaping this project, I am so grateful for your insight, and for many chats over coffee in your wonderful, rabbit-filled office. How lucky I am to have started my process in this program as your research assistant! Looking forward to many more chats in the rabbit office in the coming years. To Jessica Yood, whose support and flexibility I so appreciate: thank you for joining this project, and for being a generous reader. I am grateful for your expertise and your time. To Bryan Milo, who moved cities to support me, and then spent the last several years encouraging me, feeding me, reading (so many) of my drafts, making me laugh, and forcing me to go outside sometimes: I love you, and I am so lucky to be your partner. Thank you for everything that you did to make this happen. To Virginia Schwarz, my long-distance dissertation pal: thank you for feeding me tacos and telling me I’m a winner, but also for telling me when my sentences were just really too dang long! Our “Mobile Writing Center” and an unlimited data plan was not a small part of the reason that this actually happened. To my housemates, Mary Catherine and Virginia Kinniburgh, and Conley Lowrance, and of course, Louie, Masha, Shoopa, Stinky, and Sturgis. So grateful to share a life with y’all! Lots of gratitude to Josh Belknap, María Richardson González-Arechiga, Benji Jones, Modi Li, Victoria McGrath, Andrés Orejula, Chase Purdy, Xiangni Wang, and Anna Zeemont who were all early thought partners in this work. This project would not have been possible without your generative thinking and contributions. I am also thankful to the Graduate Center’s Teaching and Learning Center for the generous Teaching and Learning grant money that supported an early v faculty inquiry group that eventually evolved into this project. Thank you to Luke Waltzer and Elizabeth Alsop for proposal feedback and support. I am incredibly grateful for the Inquiry-to-Action groups on the Radical Imagination facilitated by Malcolm Sacks and LaToya Strong, the group on Anti-Racist Schools facilitated by Rosie Frascella and Ashia Troiano, and the group on Ethnic Studies facilitated by Wendy Barrales and Maya Alexander. The generative conversations in these groups and the connections that I was able to make to inspiring educators working within the New York City public school system were absolutely central to the development of this project. Thank you to the New York Collective of Radical Educators, especially Natalia Ortiz, whose presentation at the Graduate Center initially connected me to this vibrant intellectual community. Thank you so much to many other influential Grad Center teachers and mentors: especially Carmen Kynard and Matt Gold. Thank you also to Kenneth Tobin, Kandice Chu, Sondra Perl and the Comp Rhet community she actively cultivated at the Grad Center. Also, a special thanks to both Elisabeth Piedmont-Marton of Southwestern University and Jim Purdy of Duquesne University for introducing me to the field of Comp Rhet, to Laura Callanan, John Fried, and Emad Mirmoutahari for being inspiring teacher role models, and to my undergraduate mentor, David Gaines, who made me want to keep doing this whole school thing in the first place. The Comp Rhet community at the Graduate Center was a wonderful place for me to learn and expand my thinking. I am especially grateful to Comp Comm and to my “Summer Camp” pals: Erin Anderson, Josh Belknap (again!), Seth Graves, Robert Greco, Maxine Krenzel, Alexis Larson, Andrew Lucchesi, Sean Molloy, Jesse Rice-Evans, Chy Sprauve, Andréa Stella and Anna Zeemont (again!). Thank you, also, influential Comp Comm speakers Todd Craig, Baz Dreisinger, Patricia Dunn, Ofelia García, Shereen Inayatullah and Asao Inoue, for volunteering your time and sharing your work with us, and thanks to former and future co-chairs for the labor you do. To my Teaching and Learning Collaboratory Fellow colleagues, especially Lisa Brundage, Logan McBride, Chrissy Nadler, and Hamad Sindhi, and teacher-collaborators like Greg O’Mullan and Arianna Martinez, who taught me so much about teaching: thank you. To the Bridge cohort of 2018-2019: your presence in the Macaulay classroom was a gift to Macaulay, and to me. To Baruch Center for Teaching and Learning crew: both colleagues and faculty friends who gave me encouragement, cookies, feedback, real talk, and so many ideas for the classroom and beyond, I am so grateful for you, Kamal Belmihoub, Tamara Gubernat, Laurie Hurson, Allison Lehr-Samuels, Brooke Schrieber, Hamad Sindhi (again!), Cheryl Smith, Jessica Wagner- Webster and Alfred Waller. To the International House crew, where I first started thinking about teachers and teacher educators, especially to my teacher-mentor-friend Lizzy Adams: thank you for being an incredible role model. vi I have had too many influential students to name here. But I did tell Sharrieff Turner that I would give him a specific shout out when this whole thing was done. Here it is, Sharrieff! To friends in New York, Pittsburgh, and Texas, for reminding me that grad school is just one part of my life, thanks. The way that you live your life and take care of your communities sets an example for me every day, Casey McAuliffe and Alex McPhail. Alison Kuo, our discussions about TESOL and students were the early seeds from which this dissertation eventually grew. To my mom Sharon Parr, dad Roderick Albracht, and my sister BrookeAnne Smith; my nieces Caroline and Ella and my nephew Zane; Linda and Doug Milo for being super encouraging and also for letting me move their son to New York City: I am forever grateful for your support! Finally, I am grateful for the feedback that I was given on the fifth chapter of this project by Tom Do and Karen Rowan. A version of this chapter will appear in the forthcoming edited collection, Racing Translingualism in Composition: Toward a Race-Conscious Translingualism.
Load more

Recommended publications
  • Theoretical Analysis of Threeresearch Apparatuses About Media and Information Literacy in France Jacques Kerneis, Olivier Le Deuff
    Theoretical analysis of threeresearch apparatuses about media and information literacy in France Jacques Kerneis, Olivier Le Deuff To cite this version: Jacques Kerneis, Olivier Le Deuff. Theoretical analysis of threeresearch apparatuses about media and information literacy in France. Key Concepts and Key Issues in Learning, European Conference on Educational Research (ECER), Aug 2012, Cadix, Spain. hal-01143562 HAL Id: hal-01143562 https://hal.archives-ouvertes.fr/hal-01143562 Submitted on 20 Apr 2015 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Theoretical analysis of threeresearch apparatuses about media and information literacy in France1 Jacques Kerneis 5 rue A. Camus, 29000 Quimper Résumé: 150-200 mots Abstract: In this article, we compare three projects about mapping digital-, media- and information literacyin France. For this study, we first used the concept of “apparatus” in Foucauldian (1977) and Agambenian sense (2009). After this analysis, we calledon Bachelard(1932) and his distinction between phénoménotechnique and phénoménographie. The first project began in 2006 around a professional association (Fadben: http://www.fadben.asso.fr/), with the main goal being to distinguish 64 main concepts in information literacy. This work is now completed, and we can observe it quietly through publications.
    [Show full text]
  • Navigating Black Identity Development: the Power of Interactive Multicultural Read Alouds with Elementary-Aged Children
    education sciences Article Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children Rebekah E. Piper College of Education and Human Development, Texas A&M University-San Antonio, San Antonio, TX 78224, USA; [email protected] Received: 9 April 2019; Accepted: 23 April 2019; Published: 18 June 2019 Abstract: Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement. Keywords: critical literacy; Civil Rights; Black identity; children 1. Introduction The central question addressed by the Supreme Court during the Brown v. Board of Education of Topeka, Kansas (1954) [1] was whether the segregation of children in public schools based on their race, deprived minoritized children of equal educational opportunities when everything else was equal [2–4]. This question has been, and continues to be, answered in the negative, as evidenced in an educational system in which Children of Color are repeatedly reported to have lower reading and numeracy scores in comparison to their white peers. In 2003, Education Trust, Inc. reported that, nationally, fourth-grade African-Americans fell behind their white peers in reading.
    [Show full text]
  • Brian Bannon, Distinguished Alumnus 2015 We Make Information Work
    Fall 2015 we make information work ischool.uw.edu Dean’s Message — Page 2 Donor Honor Roll — Pages 8 & 9 Alumni Updates — Page 10 Brian Bannon, Distinguished Alumnus 2015 By Clark Heideger Library where he was the general manager for the neighborhood library system. Making strides towards innovation in the Bay Area, six years later, Bannon got a call from Chicago. At the time, Mayor Rahm Emanuel was looking for a new leader for the Chicago Public Library. “He was really interested in looking at ways of leveraging the unique mission and footprint of the library to be transformative as part of his new vision for the city,” said Bannon. Bannon got the job. And for three and a half years, he’s been serving as commissioner of the Chicago Public Libraries. And as the second largest library system in the country, CPL has a long track record for being an innovative library organization. When Bannon first started, the library was piloting a program called YOUmedia, a digital media program engaging teens in learning. Now he has helped operationalize the program as a central part of what CPL does to serve teens. “It represents for me the kind of library that would have been welcoming to me as a kid,” Bannon said. “The mission is really to connect people to Brian Bannon, the 2015 iSchool Distinguished Alumnus, considers himself ideas and knowledge to make a stronger and more competitive and an unlikely librarian. Dyslexic as a kid, he never felt fully at home in the democratic society. It was an insight into how libraries might lead the environment.
    [Show full text]
  • Information Transliteracy”?
    International Conference “Media and Information Literacy (MIL) for Knowledge Societies”, 24-28 June, 2012, Moscow, Russian Federation Can one speak of an “information transliteracy”? Vincent LIQUETE ( Bordeaux University – IMS/CNRS UMR 5218 [Human Engineering and Knowledge Engineering (Team CIH)] [email protected] / [email protected] Summary of paper: The issue of transliteracy in general and particularly informational transliteracy is increasingly being debated worldwide and from extremely varying perspectives. These concepts refer to highly varied cultural and professional realities and contexts. In this paper we will discuss three dimensions and issues. First, we will attempt to delineate the scope and range of current thinking by researchers in information and communication sciences in France with regard to informational transliteracy, and present its four main components. Second, we will lay the claim that the informational transliteracy approach goes beyond the “Media and Information Literacies (MIL)” approach, in particular by giving all due importance to issues related to learning with computers, i. e. “computation”. Finally, we will present some new thinking that is currently being implemented in the French education system and will present some research projects involving informational transliteracy (LIMIN-R project, Translit project, etc.). Key words: Transliteracy / Information culture / French educative system / Informational practice /Competencie / Forward For twenty years now, the notions of information literacy and thereafter Translitteracy have been the subject of a wide range of definitions and an extensive scientific literature, especially in the Anglo-Saxon world. We will attempt during this presentation to demonstrate some of the main dimensions in terms of skills and attitudes in the various literacies that are giving rise to the new forms of training and support required in the future.
    [Show full text]
  • THOMAS, OLIVER MELTON-CHRISTIAN, Ph.D. Toward a Pedagogy of Critical Liberative Theological Consciousness: Cultivating Students As Agents of Social Change
    THOMAS, OLIVER MELTON-CHRISTIAN, Ph.D. Toward a Pedagogy of Critical Liberative Theological Consciousness: Cultivating Students as Agents of Social Change. (2020) Directed by Dr. Leila Villaverde. 233 pp. The central task of Toward a Pedagogy of Critical Liberative Theological Consciousness: Cultivating Students as Agents of Social Change is discovering pedagogical and theological wisdom for social transformation, through a dialogue with James H. Cone and Paulo Freire. Accordingly, it uncovers a deep concern with liberation, as a theological thrust countering oppressive ideologies, through curiosity, awareness, reflection, and response. I uncover this concern for liberation from dominant, oppressive ideologies by analyzing God of the Oppressed by James H. Cone and Pedagogy of the Oppressed by Paulo Freire. I do so by utilizing critical hermeneutics, historical criticism, and critical exegesis. By way of their seminal works, God of the Oppressed and Pedagogy of the Oppressed, I engage these theorists in an imaginative dialogue so as to lay a foundation Toward a Pedagogy of Critical Liberative Theological Consciousness. As I perceive it, liberation may manifest within various aspects of pedagogical and theological activity – among them are rereading history, critical inquiry, lived experience, resistance to oppression, and scriptural interpretation. Therefore, cultivating a critical liberative theological consciousness is a process of disentangling theological and social formations that are destructive, constructing new/different ways of
    [Show full text]
  • Friday, March 15 Special Events and Meetings
    Friday, 7:30 a.m.–6:00 p.m. Friday, March 15 Special Events and Meetings All events and meetings are in the David L. Lawrence Convention Center unless otherwise noted. Mentoring@Cs Breakfast Spirit of Pittsburgh Ballroom C 7:30–8:30 a.m. Mentoring@Cs’ central goal is to forge informal mentoring relationships between newcomers and veterans in the field. The Writing Program Administration Graduate Organization (WPA-GO) and the CCCC Graduate Student Standing Group partner to match mentees and mentors based on specific research, teaching, and profession- alization interests, put them in email contact with one another, and encourage them to meet and chat at the conference. Annual Meeting of CCCC Feminist Caucus Sponsored by the CCCC Feminist Caucus 307 11:00 a.m.–12:15 p.m. The Feminist Caucus advocates for issues of feminist concern in the profession. At the annual meeting, we report on recent activity and set yearly goals. Caucus Chairs: Holly Hassel, North Dakota State University, Fargo Kate Pantelides, Middle Tennessee State University, Murfreesboro Planning for Next Year’s CCCC Convention CCCC Registration Desk 2:00–3:00 p.m. Individuals interested in discussing program proposals for the 2020 CCCC Annual Convention in Milwaukee, WI, March 24–28, are invited to meet Julie Lindquist, 2020 Program Chair, in the registration area. CCCC Annual Business Meeting/Town Hall Spirit of Pittsburgh Ballroom B 4:45–6:00 p.m. continued on next page CCCC CONVENTION, PITTSBURGH 2019 165 d-Friday-165-276-4Cs-2019.indd 165 2/5/19 11:11 PM Friday, 6:10 p.m.–12:00 a.m.
    [Show full text]
  • Program Consists of Roundtable Welcome
    LRAconfcover2012PRESS.pdf 1 10/1/12 2:06 PM Sched TABLE OF CONTENTS General Information ..................................... 1 abouT Literacy ResearCh Association (LrA) About LRA The Literacy Research Association, a non-profit professional Book Display, Silent Auction, & Exhibits organization, is composed of individuals who share an inter- Cyber Café est in advancing literacy research and practice. LRA sponsors a conference each year. The program consists of roundtable Welcome ......................................................... 2 discussions, sessions with alternative formats, symposia, paper sessions, and plenary addresses. Major Addresses............................................. 5 In addition to sponsoring the annual conference, LRA publishes a quarterly journal, Journal of Literacy Research, and the Yearbook, which contains peer-reviewed papers Study Groups ................................................. 6 selected from the previous year’s conference, as well as a newsletter. It also sponsors a Website and listserv. To support Schedule at a Glance ..................................... 8 these activities, LRA maintains a full-time administrative staff in Oak Creek, Wisconsin. Wednesday Schedule .................................... 11 For more information, contact the LRA Headquarters Office at 7044 South 13th Street, Oak Creek, Wisconsin Thursday Schedule ...................................... 33 53154, Phone: 414-908-4924, ext. 450, Fax: 414-768-8001, www.LiteracyResearchAssociation.org. Friday Schedule ..........................................
    [Show full text]
  • Abolitionist Computer Science Teaching: Moving from Access to Justice
    Abolitionist Computer Science Teaching: Moving from Access to Justice Allison Ivey Stephany RunningHawk Johnson Max Skorodinsky Jimmy Snyder Department of Education Studies Member of Oglala Lakota Nation Department of Education Studies Kickapoo Tribe of Kansas University of Oregon Department of Teaching and University of Oregon Department of Education Studies Eugene, USA Learning Eugene, USA University of Oregon [email protected] Washington State University [email protected] Eugene, USA Pullman, USA [email protected] [email protected] Joanna Goode Department of Education Studies University of Oregon Eugene, USA [email protected] Abstract —As high school computer science course offerings what takes place in the classroom beyond the initial level of have expanded over the past decade, gaps in race and gender have access. While this concern has been continually raised by remained. This study embraces the “All” in the “CS for All” scholars, [5, 6] much of the conversation, centered around the movement by shifting beyond access and toward abolitionist “CS for All” movement [7, 8] has been focused on notions of computer science teaching. Using data from professional equity in terms of access to, and participation in, existing development observations and interviews, we lift the voices of classes [9, 10], without taking into account the pedagogical BIPOC CS teachers and bring together tenets put forth by Love commitments being centered. (2019) for abolitionist teaching along with how these tenets map onto the work occurring in CS classrooms. Our findings indicate Given the current sociopolitical context, the importance of BIPOC teacher representation in CS classrooms reconceptualizing the field of CS to intentionally consider and ways abolitionist teaching tenets can inform educator’s efforts equity through understanding and dismantling racism is vital at moving beyond broadening participation and toward radical if we are to remedy the historical and persisting gaps in inclusion, educational freedom, and self-determination, for ALL.
    [Show full text]
  • The Role of Children's Racial Identity and Its Impact on Their
    THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION by Lisa Mekia McDonald Dissertation Committee: Professor Felicia Moore Mensah, Sponsor Professor Denise Mahfood Approved by the Committee on the Degree of Doctor of Education Date: ___________________________________February 12, 2020 Submitted in partial fulfillment of the requirements of the degree of Doctor of Education in Teachers College, Columbia University 2020 ABSTRACT THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION Lisa Mekia McDonald Racial identity plays an important role in the development of children’s narratives. In the structure of the classroom there is a disconnect for students between home and school. The structure of the classroom consists of the social relationships that children have with their peers and teachers. The structure of the classroom also includes how the classroom is set up for learning, such as the curriculum. Racial identity is also a valuable aspect in the construction of knowledge as children learn science. Racial identity is not often addressed with young children and science. Young children need to be able to see themselves in science regardless of their own race or ethnicity. Critical race theory (CRT) was used to examine and situate the context of race with children’s identity. Sociocultural theory was used to describe their process of learning. The participants of this study included 10 children in grades 3 through 5 who attended a diverse urban school located in New York City and their parents (10 parents). A qualitative approach was used to allow both children and parents to share their perspectives on their experience with science and difficult topics that pertain to race and/or skin color.
    [Show full text]
  • From Theory to Practice in a Critical Race Pedagogy Classroom Van T
    i.e.: inquiry in education Volume 9 | Issue 1 Article 3 2017 In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom Van T. Lac University of Texas-San Antonio, [email protected] Follow this and additional works at: http://digitalcommons.nl.edu/ie Recommended Citation Lac, Van T.. (2017). In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom. i.e.: inquiry in education: Vol. 9: Iss. 1, Article 3. Retrieved from: http://digitalcommons.nl.edu/ie/vol9/iss1/3 Copyright © 2017 by the author(s) i.e.: inquiry in education is published by the Center for Practitioner Research at the National College of Education, National-Louis University, Chicago, IL. Cover Page Footnote I would like to thank the following individuals for offering me critical feedback on this manuscript: Kim Bancroft, Gwen Baxley, Margarita Bianco, Carolyn Kelley, Andy Hatcher, and Pete Miller. This article is available in i.e.: inquiry in education: http://digitalcommons.nl.edu/ie/vol9/iss1/3 Lac: In Real Time In Real Time From Theory to Practice in a Critical Race Pedagogy Classroom Van T. Lac University of Texas-San Antonio, San Antonio, USA Introduction I enter this teacher action research project with an interest in studying how I, as a high school teacher, developed a critical race pedagogy (CRP) curriculum for students in an out-of-school context. My intrigue with race started at an early age growing up in Oakland, California, where my classmates were primarily of African American, Central American, and Southeast Asian descent. As a Southeast Asian student in Oakland schools, even with 100% students of color in my classes, my teachers in school rarely talked about race or racism.
    [Show full text]
  • The Dreamwork of Transformation in Teacher Education
    INTRODUCTION The Dreamwork of Transformation in Teacher Education KARYN SANDLOS University of Illinois at Chicago BRIAN CASEMORE George Washington University H. JAMES GARRETT University of Georgia HIS SPECIAL ISSUE ENGAGES THE LIMITS of the stories we tell ourselves in teacher T education through the idea/image/metaphor/vantage of dreams and dreaming. Ever since the publication of Freud’s (1900) Interpretation of Dreams, the status of dreams and dreaming has persisted in inquiry as a means to resist—through practices of analysis, interpretation, and social critique—our most taken for granted understandings of ourselves and others. Freud (1914/2001) argued that dreams act as “the guardian of sleep” (p. 38), allowing us to become conversant with parts of ourselves that are difficult to know or accept. Pinar’s (2004) reference to the contemporary landscape of educational reform as “the nightmare that is the present” inaugurates his book, What is Curriculum Theory? (p. 5). Ta-Nehisi Coates’ (2015) elaboration of “The Dream,” in Between the World and Me, identifies national mythologies of race as structuring the persistence of white supremacy. Following in this tradition of scholarship on dreams, the writers in this special issue demonstrate that dreamwork—as understood through psychoanalysis, social theory, and curriculum studies—complicates the subjective and social dimensions of teacher education, expanding the sphere of teaching and our sense of the teacher as subject. In this issue, we ask: What can we make of the various versions of dreaming if we use them to think anew about our work in the spaces of teacher education? A linear theory of learning predominates the structures and features of most teacher education programs.
    [Show full text]
  • For Supporters of a Moratorium on School Exclusions
    FOR SUPPORTERS OF A MORATORIUM ON SCHOOL EXCLUSIONS A DOCUMENT OF RESOURCES AND ACTIONS THAT ANYONE CAN TAKE By No More Exclusions No More Exclusions Online event follow-up Why we need a moratorium… • Read NME’s letter to the Secretary of State for Education (Sept 2020), here • Read our report on ‘School Exclusions during the Pandemic’ (March 2020), here • Watch the video presentation on the findings of our research, here • Watch educators and community members explaining why they support the moratorium, here Support for the Moratorium CYPMHC Statement on School Return (Children & Young People Mental Health Coalition, March 2021) PSC support the moratorium on school exclusions in England (Psychologists for Social Change, April 2021) Joint General Secretaries’ Address to National Education Union Annual Conference 2021 (NEU, April 2021) Articles Ban exclusions during the pandemic, MPs told (Runnymede Trust, Tes, October 2020) ‘Stop school exclusions’, says DfE’s Mental Health Tsar (Dr Alex George, Tes, March 2021) Reachable moments: Honouring the life of Jaden Moodie (The Face, April 2021) The time to end school exclusions is now (NME, The Voice, April 2021) Locking up children in the name of charity is yet another reason why we must Kill the Bill (The Canary, April 2021) Campaigners call for a temporary ban on exclusions (CYP NOW, May 2021) Blogs Ayah’s experience (May 2020) Kadeem (25): A personal reflection on the education system, exclusion, and working with ‘No More Exclusions’ (May 2020) Reports UK Gov, 2019: Timpson Review of School Exclusion Oxford, Excluded Lives: School Exclusion Risks after COVID-19 Runnymede Trust: Race and Racism in English Secondary Schools Institute of Race Relations: How Black Working-Class Youth are Criminalised and Excluded in the English School System Centre for Research in Race and Education (CRRE): Evidence on the Exclusion of Black Caribbean and Mixed: White/Black Caribbean Students No Police in Schools campaign: Decriminalise the Classroom Podcasts Spoken Word #1: An Introduction (No More Exclusions, feat.
    [Show full text]