NO!Issue 5 AGAINST ADULT SUPREMACY
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Is U.S. Really on the Eve of a Maior Repression? --See Pages
Tens of thousands march in Berkeley -page 4 - AN ANALYSIS: Is U.S. really on the eve of a maior repression? --see pageS \\ T~e streets of out c.oullt. Th . ry are in ~ ·• · e untversities a~ filled w'th 1i ·11lrmo;/, be.llin9 and riofino. G,hl . ' s llclent4 re- ~ ;.;~ rnurusts are t6A des ·i·nroy our countru. "R.• u 55; · . .· ~kin, +o "' th h. ./. .· a IS tnre m . Wt · . er m~t And th · ·· a erun, U.s v d · · ~ teputlk is in d tes, an,g~r from within and 'Niiho it anser. law and order I Yes wi+f ~~· u. We ne~a . • ' ·~ow, awana. o d. our natron cannot- S(Jrv· · r er our .sfo II IVe .. '• Y-Jf: Sha\1 w an r. - A~olf all't bur3, Ge Photo by Angela Vintber AN ECHO? A growing number of U.S. politicians are mouthing labor movement as Hitler did before he began "restoring law phrases similar to the famous quotation from Hitler depicted and order." The scene here is from the University of California here. The problem of the U. S. politicians is that they are bogged at Los Angeles where, May 26, 30 percent of the 32,000-member down in Vietnam and facing mounting militancy of black, brown student body joined a strike in solidarity with embattled Berkeley and other third world people, as well as a spreading youth students. It was an unprecedented action for UCLA which has radicalization. With all these difficulties, and more, they are lagged behind general campus militancy. -
The Radicalization of the Student Youth Movement in Mexico During the 1960S
Western Washington University Western CEDAR WWU Graduate School Collection WWU Graduate and Undergraduate Scholarship 2012 Re-envisioning society: the radicalization of the student youth movement in Mexico during the 1960s Lily A. (Lily Ann) Fox Western Washington University Follow this and additional works at: https://cedar.wwu.edu/wwuet Part of the History Commons Recommended Citation Fox, Lily A. (Lily Ann), "Re-envisioning society: the radicalization of the student youth movement in Mexico during the 1960s" (2012). WWU Graduate School Collection. 219. https://cedar.wwu.edu/wwuet/219 This Masters Thesis is brought to you for free and open access by the WWU Graduate and Undergraduate Scholarship at Western CEDAR. It has been accepted for inclusion in WWU Graduate School Collection by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. RE-ENVISIONING SOCIETY: THE RADICALIZATION OF THE STUDENT YOUTH MOVEMENT IN MEXICO DURING THE 1960s By Lily Fox Accepted in Partial Fulfillment Of the Requirements for the Degree Master of Arts Kathleen Kitto, Dean of the Graduate School ADIVSORY COMMITTEE Chair, Dr. A. Ricardo López Dr. Kathleen Kennedy Dr. Kevin Leonard Master’s Thesis In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Western Washington University, I grant to Western Washington University the non- exclusive royalty-free right to archive, reproduce, distribute, and display the thesis in any and all forms, including electronic format, via any digital library mechanisms maintained by WWU. I represent and warrant this is my original work, and does not infringe or violate any rights of others. -
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. -
Unschooling and Social Justice/Multicultural Education: (Un)Realized Potential Kristan Morrison Radford University, US
Other Education: The Journal of Educational Alternatives ISSN 2049-2162 Volume 7(2018), Issue 2 · pp. 97-117 Unschooling and Social Justice/Multicultural Education: (Un)Realized Potential Kristan Morrison Radford University, US. Abstract An online survey of unschooling families (student-directed form of homeschooling) sought to discover whether and how unschooled children experience a social justice curriculum (one that seeks equity between cultures, ethnicities, genders, classes, and sexualities). The 2016 survey asked about unschooled children’s relationships with/recognition of people different from themselves, their degree of critical analysis of systems and institutions in society which created, maintain, and perpetuate inequities, and whether they had opportunities to envision and work for a just and equitable society. The philosophical tenets of unschooling complicate this query, and are explored. Findings illustrate that unschooling’s educational philosophy of “curriculum-as- lived” (as opposed to “curriculum-as-plan”) (Aoki, 2004) has the potential (though not realized by all unschooling families) to provide a unique approach to social justice/multicultural education, allowing unschooled children to learn about minoritized cultures, systems that led to the minoritization, and the possibilities and pathways to a more equitable society. Keywords unschooling, multicultural education, social justice, student-directed learning, homeschooling Introduction Unschooling defined Student-directed learning in the home, termed unschooling (Farenga, 1999), is a form of education in which parents eschew a formal or standardized curriculum and instead allow their children curricular freedom. In unschooling, “the learner’s freedom and autonomy [is] limited as little as possible, ...learning always starts with the individual’s needs, goals, and desires, and not with any supposed body of knowledge or societal demands” (Miller, 2004). -
School Handbook
School Handbook Last Updated July 7, 2020 Chagrinvalleyschool.org Preface This handbook is “required reading” for students and parents, but also for community members and anyone who is interested to learn about self-directed education and our school model. The first chapter is an introduction to self-directed education that comes from the Alliance for Self-Directed Education. The second chapter is a guide to all facets of Chagrin Valley School, including its history, school structures and how it operates. This is for transparency and to help everyone understand all the inner workings of the school. The third chapter describes the transition process for students and parents adjusting to self-directed learning. The last chapter is a long list of resources for further information about self-directed education. Table of Contents Chapter 1: What is Self Directed Education? The Four Educative Drives The Six Optimizing Conditions Why Choose Self-Directed Education? How Do People Practice SDE? The Agile Tree // The Self-Directed Model Chapter 2: Chagrin Valley School History School Overview Democratic Structure Preamble School Meeting Judiciary Committee Committees Info Station Off Campus Trips Enrollment Attendance What to Bring to School Parents Tuition Staff Frequently Asked Questions Permaculture Volunteering Community & Events School Board Mission & Vision Chagrin Valley School Handbook 1 Chapter 3: Deschooling What is Deschooling? Deschooling in Parents Deschooling in Students Chapter 4: Further Information & Resources Books Film & Video Podcasts & Radio Shows Research & Journals Websites, Blogs & News Social Media Pages & Groups Chagrin Valley School Handbook 2 Chapter 1: What is Self Directed Education? This first chapter is an introduction to self-directed education and comes from the Alliance of Self-Directed Education. -
11 Academic Benefits of Unschooling
Retrieved: https://www.todaysparent.com/family/parenting/academic-benefits-of-unschooling/ 11 academic benefits of unschooling In Unschooling to University, Judy Arnall, a parenting expert and ‘unschooler’ to five kids, makes the case for ditching the classroom. By Judy Arnall October 1, 2019 Photo: iStockPhoto Many people ask, “How do kids pick up 12 grades of knowledge if they don’t go to school or homeschool?” The answer is that children acquire knowledge through play, projects, volunteering, field trips and everyday life. They don’t need to “catch up” because they are learning in a different way and much of it is invisible. When they get older, they may switch to a different track; one where all that accumulated knowledge is proven with gradable output such as exams, essays, presentations, and research projects. Here are 11 academic benefits that unschooling provides: 1. Critical thinking is encouraged Large bureaucracies do not handle questioning well. They operate, by their very nature, on the contingent of obedience. If there are too many disrupters, they get bogged down and lose time and efficiency. Critical thinkers are disruptive because they interrupt the prescribed flow of content delivery. Classroom dissenters are often dealt with by being sent to detention or shamed into silence. All children should be critical thinkers. They should respectfully question everything they don’t understand, from content to rules and regulations. Critical thinking is about gathering information, exposing embedded values and assumptions, breaking down data, and analyzing arguments. Unschooling promotes questions without punishment. 2. Problem solving is encouraged When schools have problems, teachers, principals, and support staff are expected to solve them. -
Beyond Education
BEYOND EDUCATION BEYOND EDUCATION RADICAL STUDYING FOR ANOTHER WORLD Eli Meyerhof UNIVERSITY OF MINNESOTA PRESS Minneapolis · London An earlier version of chapter 5 was originally published as Erin Dyke and Eli Mey- erhof, “Toward an Anti- and Alter- University: Thriving in the Mess of Studying, Organizing, and Relating with ExCo of the Twin Cities,” in Out of the Ruins: The Emergence of Radical Informal Learning Spaces, ed. Robert H. Haworth and John M. Elmore, 174– 94 (Oakland, Calif.: PM Press, 2017). Copyright 2019 by the Regents of the University of Minnesota All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechani- cal, photocopying, recording, or otherwise, without the prior written permission of the publisher. Published by the University of Minnesota Press 111 Third Avenue South, Suite 290 Minneapolis, MN 55401- 2520 http://www.upress.umn.edu Printed in the United States of America on acid- free paper The University of Minnesota is an equal- opportunity educator and employer. 25 24 23 22 21 20 19 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Names: Meyerhof, Eli, author. Title: Beyond education : radical studying for another world / Eli Meyerhof. Description: Minneapolis : University of Minnesota Press, [2019] | Includes bibliographical references and index. | Identifiers: LCCN 2018055523 (print) | ISBN 978-1-5179-0202-5 (hc) | ISBN 978-1-5179-0203-2 (pb) Subjects: LCSH: Education, Higher—Aims and objectives—United States. | Education, Higher—Economic aspects—United States. | Education, Higher— Political aspects—United States. -
Connect October 2020 ABN: 98 174 663 341 Supporting Student Participation ISSN 2202-4980
Number 245 Connect October 2020 ABN: 98 174 663 341 supporting student participation ISSN 2202-4980 Students’ agency in learning • Learner Agency as a living ecology Resources: • Agency: examples from 9 schools • Australian children & student voice conference: on-line: 7-9 December 2020 • Rethinking decision-making in schools • Vale Sir Ken Robinson • Our World Our Say survey results: AIDR • Social entrepreneurship & student agency • Victorian Young Leaders’ Program • ‘New way of doing school’ • Sustainability action: local & international • Our Shared Story • Youth for Peace award • NSW Student Voices hub • Youth participation award: BCE • Global links: • Youth involvement in health research survey • Student voices on remote learning: PivotPL Global youth advocacy forums; Link OnLine Learners • Audits of Practice: available online here • Student Voice facebook group • VicSRC: Virtual Congress 2020; VIT PD topics • Connect ... available online ... on facebook ... New Executive archived ... access to other online resources Connect Number 245: October 2020 Thishe voices of students Issue: about their 3 Children and Student Voice Virtual Conference 2020 learning during COVID-19, have 5 FOCUS: Student Agency: Temphasised issues of student or learner 5 Learner agency as a living ecology agency. The time of remote learning EdPartnerships International, Vic Jayne-Louise Collins, Larissa Raymond exposed existing practices and attitudes, U 11 Student agency: learning from lockdown and hopefully has forced us to rethink what we do. Brighton Beach PS, Vic Kate O’Hara, Naomi Beales In some cases, students have rejoiced at their experience of 13 Co-designing inquiry Learning greater control over learning: what they learn (and why), how they St Pius X PS, Heidelberg West, Vic Barbara Gomez learn (including, for example, its pace), how they know and show that 15 Assessment and reporting they are learning. -
P the Party 1
176 THE PARTY A Political Memoir 27. 1967: THE STRUGGLES HEAT UP A few days after the huge April 15 demonstrations against the Vietnam war, Muhammad Ali, the world heavy-weight boxing champion, denounced the war and said he would not show up for his scheduled April 28 induction into the army. Ali had been recruited to the Nation of Islam by Malcolm X, but stayed with the group after Malcolm broke with it. The Militant reported Ali’s statement: “Why should they ask me, another so-called Negro, to put on a uniform and go 10,000 miles from home and drop bombs and bullets on brown people in Vietnam while so-called Negro people in Louisville are being treated like dogs and denied simple human rights? “I will not disgrace my religion, my people or myself by becoming a tool to enslave those who are fighting for justice, equality and freedom.”1 Ali was stripped of his boxing title. The media denounced him. But wherever he went to speak in the following months, he was greeted by enthusiastic Blacks in meetings numbering in the thousands. Ali’s courageous stand was an expression of the growing Black revolt and helped intensify the already overwhelming opposition in the Black community to the war. In Oakland, California, young militants initiated the Black Panther Party for Self Defense, which spread to other cities and became known world-wide as the Black Panthers. They used the symbol of the Lowndes County Freedom Party, but the two groups were not connected. The Black Panthers gained national attention and notoriety by holding a peaceful legal protest while holding unloaded rifles in the gallery of the California state legislature. -
Guide to Social Change Led by and with Young People
The Guide to Social Change Led By and With Young People By Adam Fletcher and Joseph Vavrus © 2006 by CommonAction. All rights are reserved. Parts of this guide may be quoted or used as long as the authors and CommonAction are duly recognized. No part of this publication may be reproduced or transmitted for commercial purpose without prior permission. Inquiries regarding permission to reprint from CommonAction should be addressed to Permissions Editor, CommonAction, PO Box 6185, Olympia, WA 98507-6185. CommonAction, a national nonprofit organization, provides training and support for the Guide to Social Change Led By and With Young People. For more information, send email to [email protected] or calling 360-753-2686 The Guide to Social Change Led By and With Young People - 2 - Introduction One of the great liabilities of history is that all too many people fail to remain awake through great periods of social change… Today, our very survival depends on our ability to stay awake, to adjust to new ideas, to remain vigilant and to face the challenge of change. - Reverend Dr. Martin Luther King, Jr. THE FREECHILD PROJECT HAS BEEN DOING THIS FOR A WHILE. In the five years since we began, The Freechild Project has identified three powerful trends in social change led by and with young people: 1. Social change led by young people is not all about young people. Instead, children and youth are working for their communities, their families, their cities, and their world. Action that is focused on youth issues often addresses young people as a whole, not isolating other youth because of race, gender, religion, or sexual orientation. -
The Party, the Socialist Workers Party 1960-1988, Volume 1
2 THE PARTY A Political Memoir DEDICATION This book is dedicated to the memory of Farrell Dobbs (1907-83), worker organizer and leader, revolutionary politician, central leader of the Socialist Workers Party. Selfless, incorruptible, fair-minded and warm human being and friend. © Resistance Books 2005 ISBN 1-876646-50-0 Published by Resistance Books, 23 Abercrombie St., Chippendale 2008, Australia Printed by Southwood Press, 76-82 Chapel St., Marrickville 2204, Australia CONTENTS Acknowledgements................................................................................................................. 5 Preface .................................................................................................................................... 7 1. How I Came to Join the SWP ....................................................................................... 11 2. First Lessons ................................................................................................................. 29 3. The Southern Sit-Ins and the Founding of the YSA .................................................... 35 4. Early Battles ................................................................................................................. 41 5. The Cuban Revolution Changes the World!................................................................. 48 6. The Freedom Rides....................................................................................................... 54 7. Rifts in the SWP .......................................................................................................... -
A Comparison of Unschoolers and Evangelical
A COMPARISON OF UNSCHOOLERS AND EVANGELICAL HOMESCHOOLERS IN CENTRAL TEXAS THROUGH THE LENS OF RESOURCE MOBILIZATION THEORY HONORS THESIS Presented to the Honors Committee of Texas State University in Partial Fulfillment of the Requirements for Graduation in the Honors College by Alexandria Campbell San Marcos, Texas May 2018 A COMPARISON OF UNSCHOOLERS AND EVANGELICAL HOMESCHOOLERS IN CENTRAL TEXAS THROUGH THE LENS OF RESOURCE MOBILIZATION THEORY (Note: Delete this entire page and use the next one if no second reader. Remove this note.) Thesis Supervisor: ________________________________ Name of Thesis Supervisor, Degree Department of Supervisor Thesis Supervisor: __________________________________ Bob Price, Ph.D. Department of Sociology Approved: ____________________________________ Heather C. Galloway, Ph.D. Dean, Honors College COPYRIGHT by Alexandria Campbell 2018 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public Law 94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of this material for financial gain without the author’s express written permission is not allowed. Duplication Permission As the copyright holder of this work I, Alexandria Campbell, authorize duplication of this work, in whole or in part, for educational or scholarly purposes only. ACKNOWLEDGEMENTS First, I would like to thank my thesis advisor Dr. Bob Price of the Texas State University Department of Sociology for his consistent help and encouragement throughout this project. You helped me turn a starting premise into a working idea into a finished project. I would also like to thank Dr.