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Abolitionist Teaching for Education Revolution Fall 2020 CENTERING CRITICAL BLACKNESS 360 Dr

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Abolitionist Teaching for Education Revolution Fall 2020 CENTERING CRITICAL BLACKNESS 360 Dr Abolitionist Teaching for Education Revolution Fall 2020 CENTERING CRITICAL BLACKNESS 360 Dr. Chanelle Wilson Course Info Monday/Thursday, 11:10am -12:30pm Remote: Zoom Office Hours Monday (OBA) 12:45pm - 2:00pm Remote: Zoom Contact Info Preferred Name: Chanelle Pronouns: she/her/hers OUR FOCUS [email protected] Formal schooling is often perceived as a positive Cell: 609-553-0541 vestige of colonization, yet traditional practices continue a legacy of oppression. We will use a variety Course Texts of methodological tools for the analysis of education We Want to Do More than and culture that are especially relevant in the age of Survive: Abolitionist Teaching globalization, necessitating the reconceptualization of and the Pursuit of Educational citizenship. We will also employ a set of tenets that can Freedom (2019) be used to contextualize subjugation and implement --Bettina Love practices that amplify the voices of the marginalized. A Unapologetic: A Black, Queer, revolutionary education can, and should, support and Feminist Mandate for Our students’ pursuit of a politics of resistance, subversion, Movement (2019) and transformation. We will focus on the development --Charlene A. Carruthers of a critical consciousness, utilizing abolitionist All other texts will be available teaching, centering anti-racism, feminism, and afro- on Moodle. futurism as tools. In this course, we will consider the productive tensions between an explicit commitment to “Education can’t save ideas of emancipation and progress, and the us. We have to save postcolonial concepts and paradigms which impact education.” what is created in the achievement of education -Bettina Love revolution. B282 - Fall 20 Teaching for Revolution Student Learning Goals 1. Conceptualize colonized education in a historical and contemporary context; 2. Identify how anti-Blackness, colonialism, and hegemony impact traditional education; 3. Engage in critical reflection of educational systems and structures; 4. Critique current educational issues using an abolitionist education and anti-racist framework; 5. Envision varied approaches to develop education for revolution. Anti-Racist Pedagogy DECOLONIZATION PRINCIPLES 1. challenges assumptions and fosters students’ 1. acknowledging that knowledge is not critical analytical skills; owned by anyone 2. develops students’ awareness of their social 2. recognizing that knowledge is inevitably positions; marked by power relations 3. decenters authority in the classroom and has 3. rethinking, reframing and reconstructing the students take responsibility for their learning current curriculum in order to make it more process; inclusive 4. empowers students and applies theory to 4. identifying ways in which the university practice; and structurally reproduces colonial hierarchies 5. creates a sense of community in the 5. creating spaces and resources for a dialogue classroom through collaborative learning among all members of the university (Kishimoto, 2018) 6. developing sustained collaboration, discussion and experimentation among groups Chanelle’s Educational (adapted from Keele University) Philosophy My instructional philosophy is guided by my desire to develop a community of critical learners, and my Class Format: view on teaching, learning, reading, and writing is Although it is listed as a strongly influenced by socio-cultural perspectives “lecture” class, we will be and constructivist ideology. All members of our doing a lot more! You can learning community are responsible for expect a wide variety of writing, speaking, reading, contributing to everyone’s development. and activities designed to explore course topics. Completing readings, developing and sharing high- quality products, attending class, and contributing Readings, listenings, and viewings are theoretical, to discussions will help all of us learn from each narrative-based, current, and historical. other. In my dual role as a learning community member and the instructional designer of our In-class activities include debates, poetry, watching learning environment, I share this responsibility videos, practicing active listening, art-making, with you. writing, reading, and more. 2 B282 - Fall 20 Teaching for Revolution Academic Accommodations Help & Resources Bryn Mawr College is committed to providing equal access to students with a documented disability. Students needing academic If you are feeling lost or accommodations for a disability must first register with Access overwhelmed... Services. Students can call 610-526-7516 to make an appointment with the Director of Access Services, Deb Alder, or email her 1. Make an appointment with me. at [email protected] to begin this confidential process. Once You are welcome to email me, or registered, students should schedule an appointment with the make an appointment to meet professor as early in the semester as possible to share the verification during my office hours. Many form and make appropriate arrangements. Please note that questions and issues can be easily accommodations are not retroactive and require advance notice resolved this way. to implement. More information can be obtained at the Access Zoom Etiquette 2. Use online resources On Moodle, I’ve linked some useful Electronic devices are necessary in online resources and recommended readings to help class, to support learning. Please take you better understand course care of yourself and your peers in this content. time of increased use. 3. Phone a friend Office Hours We will establish Micro Learning Please meet with me during my office hours at any point Communities to support our throughout the semester! They are there to help you, and I learning throughout the semester. encourage you to take advantage of them. Try to schedule Please take advantage of the opportunity each of you have to with me ahead of time, when at all possible, to ensure that I am be a resource to a peer. not overbook. 4. Use the Writing Center Attendance The Writing Center is a free You must be present in order to succeed in this course. You resource at any stage of the writing are allowed to miss three class meetings. Any unexcused process, from getting started to absence after the third, may lower your final grade. Please be revising drafts to polishing a final proactive in situations where you will be absent, if you essay. The Writing Center is located experience an emergency, or anticipate a prolonged in Canaday Library. You can get absence for any reason. more information at www.brynmawr.edu/writingcenter. Psychological Health 5. Visit the Academic Support and The college experience is celebrated as transformative, and this Learning Resources Center also comes with challenges – you do not have to endure these Explore effective learning, studying, alone. Bryn Mawr College Counseling Services is dedicated to test-taking, note-taking, time and delivering excellent clinical care. You can learn to optimize your stress management strategies psychological health to fulfill their academic aspirations as essential to success in this course and college life. Schedule a individuals and contribute to building healthy relationships and meeting with Specialist Rachel communities. Heiser, by calling the Dean's Office Academic Integrity at (610) 526-5375. The Honor Code assumes that students are trustworthy and 6. Get to know the Reference Desk that they will live and work with integrity. Please familiarize Our library staff is eager to help yourself with it and speak to me if you experience any guide your inquiry and to orient you to our library s paper and online challenges. ’ resources. Email Alex Pfundt with questions: [email protected] **This syllabus is subject to change per the needs of the learning community.** 3 B282 - Fall 20 Teaching for Revolution Demonstrating and Assessing Your Learning ***Assignment guidelines are available on How much out of class Moodle and will be work can you expect? discussed at length in class. Brief This interactive course will descriptions are below.*** require you to be Reflection prepared to participate Journals, 20% during class sessions, Reflective Portfolio, 30% which necessitate Determining your course preparation beforehand, grade: and engagement • 3.7 to 4.0 - work afterward. You can Mid-Semester distinguished by analytic expect to engage in Critical Project, 30% depth, creativity, and appx. 3-4 hours of prep Engagement, engagement 20% time, each week, • 3.0 to 3.3 - strong, depending on your capable work different learning and • 2.3 to 2.7 - adequate though missing important processing needs. If you elements Critical Reflection Journals (10*2pts=20pts) Educational Case Study Groups (20pts) 10 journal entries that engage with the readings and In place of what would have been field experience lecture/discussion material will be assigned. trips, you will choose a school of interest to Journals will be submitted via Moodle. Each engage with over time. You will work with journal should demonstrate an understanding of the classmates to investigate a school and present assigned topics and themes, and draw connections case study findings. Your grade will be based on to your own experiences, and/or current events. designing, completing, and reflecting on these experiences. We will discuss potential options, Movement Project & Formal Writing Reflective Portfolio (30pts) (Draft 10pts; Final 20pts) This final portfolio will demonstrate your learning This project will be designed by the 360 cohort and and reflective practice. It will include summative
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