Anarchism and the Implicate Order
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Horizontalism
Praise for Horizontalism "To read this book is to join the crucial conversation taking place within its pages: the inspiring, maddening, joyful cacophony of debate among movements building a genuinely new politics. Through her deeply re spectful documentary editing, Marina Sitrin has produced a work that embodies the values and practices it portrays." -Avi Lewis and Naomi Klein, co-creators of The Take "This book is really excellent. It goes straight to the important issues and gets people to talk about them in their own words. The result is a fascinating and important account of what is fresh and new about the Argentinian uprising."-John Holloway, author of Change the World Without Taking Power '' 'Another world is possible' was the catch-phrase of the World Social Forum, but it wasn't just possible; while the north was dreaming, that world was and is being built and lived in many parts of the global south. With the analytical insight of a political philosopher, the investigative zeal of a reporter, and the heart of a sister, Marina Sitrin has immersed herself in one of the most radical and important of these other worlds and brought us back stories, voices, and possibilities. This book on the many facets, phases and possibilities of the insurrections in Argentina since the economic implosion of December 2001 is riveting, moving, and profoundly important for those who want to know what revolution in our time might look like."-Rebecca Solnit, author of Savage Dreams and Hope in the Dark "This is the story of how people at the bottom turned Argentina upside down-told by those who did the overturning. -
Redalyc.Fifty Years After Angicos. Paulo Freire, Popular Education
Revista Lusófona de Educação ISSN: 1645-7250 [email protected] Universidade Lusófona de Humanidades e Tecnologias Portugal Torres, Carlos Alberto Fifty Years After Angicos. Paulo Freire, Popular Education and the Struggle for a Better World that is Possible Revista Lusófona de Educação, núm. 24, 2013, pp. 15-34 Universidade Lusófona de Humanidades e Tecnologias Lisboa, Portugal Available in: http://www.redalyc.org/articulo.oa?id=34929705002 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Revista Lusófona de Educação, 24, 15-34 Fifty Years After Angicos. Paulo Freire, Popular Education and the Struggle for a Better World that is Possible Carlos Alberto Torres Que un individuo quiera despertar en otro individuo recuerdos que no pertenecieron más que a un tercero, es una paradoja evidente. Ejecutar con despreocupación esa paradoja, es la inocente voluntad de toda biografía.” 1 Abstract The main thesis of this paper is that Freire’s original experience in Angicos anticipated a grand design for social transformation of educational systems. As such it brought together two key concepts that formulated the basis of his educational system: popular culture as an counter-hegemonic project and popular education, more particularly what was later called citizen schools or public popular education as keystone of his new educational system. I use the term Paulo Freire System to show that his original attempts were not only to challenge pedagogical the prevailing banking education system that was so pervasive in Brazil and Latin American at the time. -
Horizontalidad Horizontalidad : Hacia Una Crítica De La Metodología / Inés Cornejo
Horizontalidad Horizontalidad : hacia una crítica de la metodología / Inés Cornejo... [et al.] ; editado por Mario Rufer ; Inés Cornejo. - 1a ed. - Ciudad Autónoma de Buenos Aires : CLACSO ; México : Centro de Estudios Latinoamericanos Avanzados -CALAS, 2020. Libro digital, PDF Archivo Digital: descarga y online ISBN 978-987-722-741-3 1. Pluralismo. I. Cornejo, Inés, ed. II. Rufer, Mario, ed. CDD 301.01 Otros descriptores asignados por CLACSO: Horizontalidad / Metodología de la Investigación / Epistemologías / Pensamiento Crítico / Pensamiento Científico / Historia / Sociología / Antropología / Academia / América Latina Corrección: Melina Di Miro Diseño interior: Paula D’Amico Diseño de colección y tapa: Ezequiel Cafaro Horizontalidad Hacia una crítica de la metodología Inés Cornejo y Mario Rufer (Eds.) CLACSO Secretaría Ejecutiva Karina Batthyány - Secretaria Ejecutiva Nicolás Arata - Director de Formación y Producción Editorial Equipo Editorial María Fernanda Pampín - Directora Adjunta de Publicaciones Lucas Sablich - Coordinador Editorial María Leguizamón - Gestión Editorial Nicolás Sticotti - Fondo Editorial Horizontalidad. Hacia una crítica de la metodología (Buenos Aires: CLACSO, octubre de 2020). LIBRERÍA LATINOAMERICANA Y CARIBEÑA DE CIENCIAS SOCIALES CONOCIMIENTO ABIERTO, CONOCIMIENTO LIBRE Los libros de CLACSO pueden descargarse libremente en formato digital o adquirirse en versión impresa desde cualquier lugar del mundo ingresando a www.clacso.org.ar/libreria-latinoamericana ISBN 978-987-722-741-3 © Consejo Latinoamericano de -
Radical Education Workbook in Britain in 2010
RADICAL EDUCATION WORK- BOOK CONTENTS Introduction1Self-Organisation TheMakingoftheWorkbook 2 FreeUniversityofLiverpool 19 HowtoUsetheWorkbook? 2 WorkerEducation 20 WhoMadetheWorkbook? 2 Self-Reliance:DiscussionontheUniversityofIslam 21 OpenArchive:56AInfoshop 22 ChallengingImposedCurricula Funding 23 Anti-ImperialEducation 4 X-Talk 24 SexandRelationshipsEducation 5 CitizenshipEducation 6 UsingthePedagogiesoftheOppressed L’EcoleModerne 8 PopularEducationandGuerillaWar(ElSalvador) 26 TheImage 27 Collectivity Power/Occupation 28 CircleTime 11 AFreirianPedagogyfortheEsolClassroom 30 EducationAgainstEmpire 12 BodyPedagogy 32 Collectivity 14 DoubtinGroups 15 ReadingList 33 DemocracyinSchools 16 2 Introduction Asacollectiveofstudentsandeducatorsworking Thisabsenceofcriticalapproachestocurriculum The‘Radical’inRadicalEducation inadiversityofsettings,fromprimaryschools alsoexistswithinsocialmovementsthemselves. Ouruseofthetermradicalisnotmeanttomake touniversities,socialcentrestoswimmingpools, Wheremanyradicalbookshopshaveextensive grandclaimsofpoliticalpurity,nortobeoff- andstraddlingthisworkwithourinvolvement sectionsofpoliticalanalysistheyrarelyhave puttingforthosewhodon’tthinkofthemselves instrugglesontheEducationfront,wefound sectionsoncommunityorganising,popular as‘radicals’.Itisusedprovisionallytomark ourselvespoorlyeducatedinthehistoriesof education,radicalresearchortheirhistories. outaterrainofpracticethatincludespopular radicaleducationthathavecirculatedintheUK Manymovementorganisersarenotawareofthese educationandresearch,militantorco-research, -
An Introduction to Popular Education
An Introduction to Popular Education Community Capacitation Center Multnomah County Health Department Multnomah County Health Department, 1999 Updated 05/16/18 An Introduction to Popular Education Workshop Objectives By the end of the workshop, participants will: Increase their understanding of the main sources, the ultimate goal, the principles, and the values of popular education (PE) Be able to use several PE methods and understand how those methods support and embody the principles and values of PE Understand and be able to use the action-reflection-action (or practice- theory-practice) circle in PE Workshop Agenda Introduction 15 min Dinámica/Movement Building Activity 20 min Brainstorming: What do we already know about Popular Education? 30 min Dinámica/Movement Building Activity 10 min Radio Play: History of Popular Education 30 min Break 15 min Cooperative Learning: Reflection on Radio Play 45 min Lunch 50 min Dinámica/Movement Building Activity 10 min Sociodrama/Problem Posing: Identifying the Problem and Developing Critical Consciousness 60 min Break 10 min Dinámica/Movement Building Activity 10 min Cooperative Learning: Moving to Action 15 min Evaluation 15 min Conclusion 5 min Multnomah County Health Department, 1999 Updated 05/16/18 2 Brainstorming and Sociodramas Ground Rules for Brainstorming All ideas are accepted without judgment. There are no wrong answers. Encourage participation from everyone. As much as possible, the facilitator should write down exactly what people say. (This means: Don’t try -
Socialism and Education in Britain 1883 -1902
Socialism and Education in Britain 1883 -1902 by Kevin Manton A Thesis Submitted in Partial Fulfilment of the Requirements for the degree of DOCTOR OF PHILOSOPHY (PhD) Institute of Education University of London September 1998 (i.omcN) 1 ABSTRACT This thesis examines the policies of the socialist movement in the last two decades of the nineteenth century with regard to the education of children. This study is used to both reassess the nature of these education policies and to criticise the validity of the historiographical models of the movement employed by others. This study is thematic and examines the whole socialist movement of the period, rather than a party or an individual and as such draws out the common policies and positions shared across the movement. The most central of these was a belief that progress in what was called the 'moral' and the 'material' must occur simultaneously. Neither the ethical transformation of individuals, nor, the material reformation of society alone would give real progress. Children, for example, needed to be fed as well as educated if the socialist belief in the power of education and the innate goodness of humanity was to be realised. This belief in the unity of moral and material reform effected all socialist policies studied here, such as those towards the family, teachers, and the content of the curriculum. The socialist programme was also heavily centred on the direct democratic control of the education system, the ideal type of which actually existed in this period in the form of school boards. The socialist programme was thus not a utopian wish list but rather was capable of realisation through the forms of the state education machinery that were present in the period. -
Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education Edited by Robert H
Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education Edited by Robert H. Haworth Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education Edited by Robert H. Haworth © 2012 PM Press All rights reserved. ISBN: 978–1–60486–484–7 Library of Congress Control Number: 2011927981 Cover: John Yates / www.stealworks.com Interior design by briandesign 10 9 8 7 6 5 4 3 2 1 PM Press PO Box 23912 Oakland, CA 94623 www.pmpress.org Printed in the USA on recycled paper, by the Employee Owners of Thomson-Shore in Dexter, Michigan. www.thomsonshore.com contents Introduction 1 Robert H. Haworth Section I Anarchism & Education: Learning from Historical Experimentations Dialogue 1 (On a desert island, between friends) 12 Alejandro de Acosta cHAPteR 1 Anarchism, the State, and the Role of Education 14 Justin Mueller chapteR 2 Updating the Anarchist Forecast for Social Justice in Our Compulsory Schools 32 David Gabbard ChapteR 3 Educate, Organize, Emancipate: The Work People’s College and The Industrial Workers of the World 47 Saku Pinta cHAPteR 4 From Deschooling to Unschooling: Rethinking Anarchopedagogy after Ivan Illich 69 Joseph Todd Section II Anarchist Pedagogies in the “Here and Now” Dialogue 2 (In a crowded place, between strangers) 88 Alejandro de Acosta cHAPteR 5 Street Medicine, Anarchism, and Ciencia Popular 90 Matthew Weinstein cHAPteR 6 Anarchist Pedagogy in Action: Paideia, Escuela Libre 107 Isabelle Fremeaux and John Jordan cHAPteR 7 Spaces of Learning: The Anarchist Free Skool 124 Jeffery Shantz cHAPteR 8 The Nottingham Free School: Notes Toward a Systemization of Praxis 145 Sara C. -
Public Schools in Massachusetts, 1870-1915. INSTITUTION Harvard Univ., Cambridge, Mass
DOCUMENT RESUME ED 042 270 24 EA 003 066 AUTHOR Lazerson, Marvin TITLE The Burden of Urban Education: Public Schools in Massachusetts, 1870-1915. INSTITUTION Harvard Univ., Cambridge, Mass. SPONS AGENCY Department of Health, Education, and Welfare, Washington, D.C. National Center for Educational Research and Development.; Joint Center for Urban Studies, Cambridge, Mass. BUREAU NO BR-8-A-001 PUB DATE Jul 70 GRANT OEG-0-000001-0194-010 NOTE 366p. EDRS PRICE EDRS Price MF-$1.50 HC-$18.40 DESCRIPTORS *Educational Change, *Educational History, Ethical Instruction, Immigrants, *Industrialization, Industrial Training, Kindergarten, Parochial Schools, Public Education, Urban Education, *Urban Environment, *Urbanization, Vocational Education ABSTRACT Confronted by a rapidly changing urban-industrial society, Massachusetts educators undertook reforms between 1870 and 1915 to make the public school a more relevant institution. Kindergarten, manual training, vocational education, evening schools, and citizenship education represented answers to problems arising from industrialism and urbanism. Educators and social reformers looked to the schools for the preservation of established moral and social values, but the schools could not reshape the urban environment. As a result, the problems of city life remained. Massachusetts schools turned from effecting broad social reforms to preparing children to fulfil economic functions; vocational education replaced manual training as preparation for the real world. (Hard copy may be of poor quality because of marginal legibility). (RA) /Se g -do/ .o t°4 61Y- FINALREPORT Project No. 8A001 Grant No. OEG-0-8-000001-0194-010 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. -
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Artigos Self-Management as a Tool to Organize Counter-Hegemony SELF-MANAGEMENT AS A TOOL TO ORGANIZE COUNTER-HEGEMONY Joysi Moraes* Abstract he basic premise in this article is that human beings cannot exist outside the “community”, that is, outside organization, and that organization molds human life in its material form and it is shaped by it (DUSSEL, 2002). Therefore, the question is the following: if we are somehow organized why not organize counter-hegemony Tfrom the bottom and start inside the dominant regime itself? The purpose of this essay is to discuss a certain way of organizing that may contribute to the construction or organization of a counter-hegemony against the current regime. The Gramscian argument is here used, that is, the construction of a (counter) hegemony occurs through the organization of consent without resorting to violence or coercion yet through ideological construction with the understanding that it is in the ideology and through ideology that a class may exert its hegemony over the others, that is, it may assure adhesion and consent (GRAMSCI, 1978). The paper attempts to show that organizations with self-managing proposals essentially carry the germ cell of counter-hegemony because they are based on horizontal practices and democratic organizations that have broken the strong hierarchical, asymmetric and clientelistic relationships which prevailed for centuries. Keywords: Counter-hegemony. Self-management. Organization. Autogestão como Instrumento para a Organização da Contra-Hegemonia Resumo premissa básica deste artigo é que o ser humano não existe fora da “comunidade”, ou seja, não existe fora da organização, e que a organização molda a vida humana na sua forma material e é moldada por esta (DUSSEL, 2002). -
A Queer Liberation Movement? a Qualitative Content Analysis of Queer Liberation Organizations, Investigating Whether They Are Building a Separate Social Movement
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Summer 8-13-2015 A Queer Liberation Movement? A Qualitative Content Analysis of Queer Liberation Organizations, Investigating Whether They are Building a Separate Social Movement Joseph Nicholas DeFilippis Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Civil Rights and Discrimination Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, and the Social Work Commons Let us know how access to this document benefits ou.y Recommended Citation DeFilippis, Joseph Nicholas, "A Queer Liberation Movement? A Qualitative Content Analysis of Queer Liberation Organizations, Investigating Whether They are Building a Separate Social Movement" (2015). Dissertations and Theses. Paper 2466. https://doi.org/10.15760/etd.2464 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. A Queer Liberation Movement? A Qualitative Content Analysis of Queer Liberation Organizations, Investigating Whether They are Building a Separate Social Movement by Joseph Nicholas DeFilippis A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Social Work and Social Research Dissertation Committee: Ben Anderson-Nathe, Chair Laura Nissen Stephanie Wahab Sally McWilliams Portland State University 2015 © 2015 Joseph Nicholas DeFilippis i Abstract In the last forty years, U.S. national and statewide LGBT organizations, in pursuit of “equality” through a limited and focused agenda, have made remarkably swift progress moving that agenda forward. -
A Popular Education Handbook. an Educational Experience Taken from Central America and Adapted to the Canadian Context
DOCUMENT RESUME ED 289 024 CE 049 178 AUTHOR Arnold, Rick; Burke, Bev TITLE A Popular Education Handbook. An Educational Experience Taken from Central America and Adapted to the Canadian Context. INSTITUTION CUSO Development Education, Ottawa (Ontario).; Ontario Inst. for Studies in Education, Toronto. PUB DATE Oct 83 NOTE 62p.; Some photographs may not reproduce clearly. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Adult Education; Classroom Techniques; *Community Education; Developing Nations; Disadvantaged; Educational Resources; Foreign Countries; *Group Dynamics; Material Development; *Nonformal Education; Postsecondary Education; *Program Development; Slides; Teaching Methods IDENTIFIERS Canada; *Central America; *Popular Education ABSTRACT In this booklet two members of a Canadian educational development organization share their experiences during 1983 in trying to adapt the popular education they had experienced in Central America to the Canadian context. The guide is organized in five chapters. Chapter 1 defines popular education and describes its characteristics and the role of the popular educator. Chapter 2 provides three program examples of popular education: a workshop for teachers about popular education in Central America, a workshop on workins people in Canada and Central America, and a workshop on popular education for community groups. Techniques for building a popular education program are shared in Chapter 3. They include sculpturing, sociodrama, role play, drawing, and songwriting. Chapter 4 contains exercises to help the group process, such as ice breakers, group building, and relaxa+ion. Finally. Chapter 5 explains how to develop resources--in this case, a slide show--and describes four slide-tape shows produced by Rick Arnold and Bev Burke about Central America. -
Occupy-Gazette-3.Pdf
Sarah Resnick ANN SNITOW Nov. 15 page 7 Greenham Common Courtroom page 20 Geoffrey Wildanger Kathryn Crim page 30 Kathleen Ross page 14 OCCUPY UC DAVIS Bulldozers of the Arrested! page 14 Mind OCCUPY!#3 An OWS-Inspired Gazette Daniel Marcus page 30 Marco Roth Occupation to Mayor Communization Bloomberg’s page 32 SIlvia Federici Language page 2 CHRISTOPHER HERRING AND ZOLTAN GLUCK page 22 Women, Re-Articulating the Struggle for Education Austerity, Marina Sitrin page 30 and the Some unfinished issues with feminist horizon- revolution talism Nicholas Mirzoeff page 32 Eli Schmitt page 18 Mark Greif page 2 COMPLETE TABLE OF CONTENTS Occupy Climate The best Years Open Letter INSIDE THE BACK COVER Change! of our lives ZUCCOTTI RAID & AFTER they were outnumbered, easily, two to “Police—protect—the 1 per-cent.” You a life of qualities? Is quality, by definition one. were standing, twenty of you, defending immeasurable, only describable, some- “What are they so afraid of?” my com- an empty street with bank skyscrapers thing that can be charted by the cleanli- Astra Taylor panion asked when we first arrived at Wall rising out of it. You don’t belong in those ness of a street, the absence of certain Street just after 1 AM, and as I watched skyscrapers. You knew it too. smells, certain people? Is the absence of the eviction this excessive use of force the question dirt, smells, noise, and people what the kept ringing in my ears. But the answer is mayor means by “thriving?” Is there really Last night, in what seems to be part of a obvious: they are afraid of us.