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Toward a Revolutionary Critical Pedagogy for Space Syracuse University SURFACE Dissertations - ALL SURFACE December 2015 PEDAGOGY, SOCIAL TRANSFORMATION, AND SPACE: TOWARD A REVOLUTIONARY CRITICAL PEDAGOGY FOR SPACE Derek R. Ford Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons Recommended Citation Ford, Derek R., "PEDAGOGY, SOCIAL TRANSFORMATION, AND SPACE: TOWARD A REVOLUTIONARY CRITICAL PEDAGOGY FOR SPACE" (2015). Dissertations - ALL. 386. https://surface.syr.edu/etd/386 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT Building on the work of Peter McLaren, Henri Lefebvre, and David Harvey, this dissertation develops a revolutionary critical pedagogy for space. I begin with a historical and theoretical survey of the roots critical pedagogy, a pedagogical orientation that is often called upon but rarely situated deeply. I then break down revolutionary critical pedagogy into seven components. I elaborate the dominant trends in the current social- political moment. I introduce two terms here, neoliberalism and the global class war. I argue that the former is a necessary but ultimately insufficient framework for understanding the present moment, and that the latter provides a necessary supplement because it looks at the global project of the restoration of capitalist class power after the circuit of socialist and national liberation struggles that transformed the globe between 1945-1979. This all entails an emphasis on the level of the global, but why is it that the global is so important, let alone space? I turn to these questions next, bringing in the “spatial turn” in education. I situate this work within the overall development of capitalism. I next turn to a particularly important spatial formation in the present: the city. Cities, I argue, are where the global contradictions of capitalism are most acute and concentrated; where capitalism is most vulnerable to disruption and overthrow. I bring in political movements and research on the “right to the city” as one way that revolutionary critical pedagogy can seize on such vulnerability. Finally, I return to the question of “pedagogy,” a move that not only spatializes educational theory but also educationalizes spatial theory. I do this by focusing in on Lefebvre’s theorization of the production of space as a revolutionary activity and his spatial framework of 1) representations of space; 2) representational spaces; and 3) spatial practice. I augment this framework with an educational triad of 1) learning; 2) studying; and 3) teaching. Claiming that this triad needs to be held in a precarious and dialectic relation, I read this triad through two pedagogical examples: the schoolhouse as curriculum and the 2015 Baltimore Rebellion as praxis. PEDAGOGY, SOCIAL TRANSFORMATION, AND SPACE: TOWARD A REVOLUTIONARY CRITICAL PEDAGOGY FOR SPACE by Derek R. Ford B.A. Goucher College 2008 M.S. Syracuse University 2012 Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Cultural Foundations of Education. Syracuse University December 2015 Copyright © Derek R. Ford 2015 All Rights Reserved v ACKNOWLEDGMENTS It is not without due consideration that I implicate the following people, organizations, and institutions in this manuscript. This section has been the most important to me, and I hope that fact offers some consolation to those who are less than enthused to be included here. First, I need to acknowledge my adviser, Barbara Applebaum. Barbara will no doubt dismiss any credit that I give to her for this work out of modesty, but her questions, critiques, and hesitations have been as important on this journey as her constant support and guidance, both personal and academic. I’ll always remember stumbling into Barbara’s office one winter day before my first semester and feeling right at home intellectually and—although I wouldn’t be able to articulate and realize it for a few years—emotionally. Don Mitchell has had a tremendous influence on the development of my thinking over the past three years. Not only has he helped my Marxism become simultaneously stricter and more flexible (i.e., more dialectical), but he is solely responsible for introducing me to the spatial manifestations of capitalism and the struggles against it. I have always looked forward to spending Monday evenings in his seminars (“Mondays with Marx”), in which theory and historical inquiry meet practice and contemporary analysis in the most seamless of ways. I’m in constant awe of his intellect and his ability to situate, explain, advance, and teach politically relevant and motivating content. One of the highlights of my graduate career has been working with Peter McLaren. After learning and studying his rich body of theory and practice, I was fortunate enough to meet Peter in 2013 and today it is a truly remarkable privilege to call vi him not only a mentor and adviser, but also a friend and a comrade. To have the leading scholar in my field demonstrate such support for and interest in my work has been motivating beyond belief. Peter is incredibly busy and in demand, but whether he is traveling to build with movements in Chiapas, Caracas, Istanbul, or Changchun, he is always willing to take time to answer my questions, write a letter of recommendation, or just check in. Peter’s generosity of spirit is a model that I hope to replicate in my academic and political life. Thank you, Peter. Throughout my graduate studies I have been welcomed into an open community of critical education scholars and activists who are committed to critiquing the present and building the future. I was introduced to this community through Brad Porfilio, who took me under his wing after I approached him at a conference in 2012. Brad demystified academia for me, inviting me to collaborate on journal issues, presentations, conferences, and edited volumes. He continues to be a good friend and colleague, and has provided me with advice, housing, and more than a few laughs (intentionally or not). Other members of this community who have been supportive in different ways include E. Wayne Ross, Sandy Grande, Bill Reynolds, Dennis Carlson, John Elmore, Julie Gorlewski, Alex Means, and Tyson Lewis. One particular member of this community, Curry Malott, has proven to be an exceptional colleague, close friend, and comrade. Curry’s boundless energy, careful analysis, and commitment to the global class struggle have breathed new life into my world, a breath that has continued to grow and merge my intellectual and political commitments. I appreciate his willingness to collaborate, to push, and to be pushed. vii Graduate school can be an alienating and terribly competitive place, but I have been graced with an amazing community of graduate students in Cultural Foundations of Education, Syracuse University, and elsewhere. People like Kelsey John, Dave Wolken, Mike Fraser, Laura Jaffee, David Backer, Chris Moffett, Michelle Gautreaux, Sandra Delgado, and Zane Wubbena have made amazing friends and fellow studiers. Thanks also to Mario Perez for his mentorship. I have to give a special shout out to Maryann Barker, who performs unquantifiable amounts of physical, intellectual, and emotional labor to make the department work. Maryann’s labor helped form every concept in this dissertation. I also owe thanks to two undergraduate professors: Ailish Hopper and Margret Grebowicz. Both Ailish and Margret tolerated my self-indulgent studying detached from learning (a very generous phrasing) and kept on teaching me regardless. A cadre of organizers and activists has sustained me intellectually, emotionally, and politically over the years. In terms of my development as a militant and theoretician, comrades in the ANSWER Coalition and Party for Socialism and Liberation have no doubt been the most instrumental. So thanks to Michael Kowalchuk, Eugene Puryear, Brian Becker, Sarah Sloan, Richard Becker, Danny Shaw, Marcel Cartier, Maddie Horrell, and Collin Chambers. Andrew Castro was particularly helpful for this dissertation, as he provided room and board, his experience, and contacts for my study of the Baltimore Uprising. My fellow students in THE General Body continue to inspire me with their smarts and commitment. Occupying the administration building with you all was one of the most educational experiences of my life. You have proven yet again Lenin’s statement that there are decades in which nothing happens and there are weeks in which decades happen. viii I am lucky to be able to identify my family as a primary source of joy, aid, and reinforcement in my life. My parents, Bob and Janet, have been amazing teachers and friends, and have bailed me out (!) and believed in me consistently. Friends of Bill and in particular the 5:15 have kept me grounded this entire time. Sarah Pfohl has transformed the way that I understand the world, others, and myself immensely. Her brilliance, attentiveness, and kindness have influenced my being and research in intelligible and ineffable ways. And my companion species, Felix, has been a comforting, encouraging, and distracting ally throughout the research and writing process. ix TABLE OF CONTENTS: Acknowledgements…………………………………………………………….………v CHAPTER ONE: Introduction……………………………..…………………………..1 Toward a revolutionary critical pedagogy for space Layout of the dissertation
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