Pedagogy Of Solidarity

Famous Brazilian educational and social theorist Paulo Freire presents his ideas on the importance of community solidarity in moving toward social justice in schools and society. In a set of talks and interviews shortly before his death, Freire addresses issues not often highlighted in his work, such as globalization, post-modern fatalism, and the qualities of educators for the 21st century. His illuminating comments are supplemented with commentaries by other well-known scholars, such as Ana Maria Araujo Freire, Walter de Oliveira, Norman Denzin, Henry Giroux, and Donaldo Macedo.

Decolonizing Solidarity in Education challenges readers to rethink the concept of solidarity as a pedagogy which can resist and repair the damages of modern colonialism. The book draws on both seminal and contemporary scholarship, beginning with a close examination of the colonial roots of solidarity. The author then constructs a new pedagogy of solidarity to be employed in decolonizing educational projects aiding the Indigenous peoples of the Americas in their struggle against persistent colonial oppression. The book recasts the pedagogical imperative of solidarity as a critical component to effective decolonization and social justice education.

Animating this book is a twofold question: In what ways are adult and popular educators responding to various harsh economic, political, cultural and environmental conditions? In doing so, are they planting seeds of hope for and imaginings of alternative futures which can connect individuals and communities locally and globally to achieve economic, ecological and social justice? The book illustrates how transformative politics of solidarity often involve actors across vastly different backgrounds. Solidarity is therefore a political relationship that is forged through particular struggles situated in place and time across power differentials. The authors put popular education to work by describing and analysing their strategies and approaches. They do so using accessible language and engaging styles. Popular education is a medium for dreaming, for imagining other futures. It is also essential for countering the wilful spreading of fake news and propagation of ignorance. Pedagogies of solidarity are necessary to building connections amongst people at a time when competitive individualism and alienation are rampant. Forging solidarity with and amongst communities is a means towards that end, and, indeed, an end in itself. “Corporate mines and agribusiness poison the water we drink, the air we breathe and the food we eat. Together with their political proxies they destroy the earth and her peoples – too many are killed because of their military, economic, religious and information wars. How do we stand up for ourselves and the earth that nourishes us against this global system? Forging Solidarity shares inspiring stories that feed our deep connection and power.” – Pregs Govender: Author of Love and Courage: A Story of Insubordination “Forging Solidarity is a critical and timely collective intervention that ponders, prods, pokes, and plays in the most generative ways. In so doing, it invites us to continue deepening our engagements with questions of responsibility and justice in relation to education everywhere.” – Richa Nagar, author of Muddying the Waters: Co-authoring Feminisms across Scholarship and Activism “This book inspires people to realize that not fighting against socio-economic injustices is to side with oppressors.” – Ntombi Nyathi, Programme Director of Training for Transformation

The term ‘public pedagogy’ is given a variety of definitions and meanings by those who employ it. It is often used without adequately explicating its meaning, its context, or its location within differing and contested articulations of the construct. Problematizing Public Pedagogy brings together renowned and emerging scholars in the field of education to provide a theoretical, methodological, ethical, and practical ground from which other scholars and activists can explore these forms of education. At the same time it increases the viability of the concept of public pedagogy itself. Beyond adding a multifaceted set of critical lenses to the genre of public pedagogy inquiry and theorizing, this volume adds nuance to the broader field of education research overall.

This collection presents a diverse set of case studies and theoretical reflections on how criminologists engage with practitioners and policy makers while undertaking research. The contributions to this volume highlight both the challenges and opportunities associated with doing criminological research in a reflexive and collaborative manner. They further examine the ethical and practical implications of the ‘impact’ agenda in the higher education sector with respect to the production and the dissemination of criminological knowledge. Developed to serve as an internationally accessible reference volume for scholars, practitioners and postgraduate criminology students, this book responds to the awareness that criminology as a discipline increasingly encompasses not only the study of crime, but also the agencies, process and structures that regulate it. Key questions include: How can criminal justice policy be studied as part of the field of criminology? How do we account for our own roles as researchers who are a part of the policy process? What factors and dynamics influence, hinder and facilitate ‘good policy’?

This personal, creative, critical work from a leading scholar of psychology is rooted in three novel concepts and aims to share critical pedagogy in the spirit of nascent potential found in the context of a colonial Puerto Rico. First comes the idea of ‘pedagogy in (e)motion’, or the emotional matrix of the teaching and learning process. Secondly, the author explores the notion of ‘street pedagogy’ as a genuine and powerful professional tool. And thirdly, the book underscores what Zambrana-Ortiz calls ‘the interconnection of the artscience within the political and biographical act of teaching’. The purpose is to inform education teaching practice with the radical framework that, like the neurosciences, believes emotions to be a vital precursor to the planning of action, the process of decision-making and the broadening of our cognitive parameters. The chapters focus on different and yet complementary dimensions of a college teaching initiative boasting a unique interplay between a transgressive narrative, reinvented methodology and authentic samples of students’ contributions to the project. Traditionally, emotional and visceral experiences have been downplayed and rejected as fundamental components of knowledge. This book makes the case for their reinstatement, and proposes that the pleasure and commitment of teaching itself can be seen as resistance given the challenging social and political context, the bureaucracy of the Puerto Rican higher education system, and the cynicism of the self-confessed cognoscenti who think that little political progress can come from within the university system. Such resistance has proved for the author a source of inspiration and has contributed to her creation and reconceptualization of approaches to critical and useful pedagogy. D edication To my students who inspire many stories and provoke many emotions and challenge my capacities... To Aura, Ignacio and Jaime for their unconditional love and their everyday lessons... A cknowledgments Many friends, mentors and colleages from the University of Puerto Rico and United States were very important pieces to my creative work. Thanks to Donaldo Macedo who encouraged the initial proposal and to Joe Kincheloe for accepting it and bringing guidance in the right moment. Colleages like Roamé Torres and Angeles Molina, from their directive positions, were extremely supportive while Sandra Macksoud, José Solís, Pedro Subirats, and Ada Prabhavat gave me guidance and constant insights in editing and translation, as well as crucial material for my narrative. Juan Vadi enhanced my graphic elements with his talent; while college mentors, current colleages, teachers, and former graduate and undergraduate students allowed me to write their stories and reflections binging fresh accents and life to the book. Thanks for ever!

Critical pedagogy has variously inspired, mobilized, troubled, and frustrated teachers, activists, and educational scholars for several decades now. Since its inception the field has been animated by internal antagonism and conflict, and this reality has simultaneously spread the influence of the field in and out of education and seriously challenged its status as an integral body of work. The various debates that have categorized critical pedagogy have also made it difficult for younger scholars to enter into the literature. This is the first book to survey critical pedagogy through first-hand accounts of its established and emerging leaders. While the book does indeed provide a historical exploration and documentation of the development of critical pedagogy as a contested and dynamic educational intervention as well as analyses of that development and directions toward possible futures it is also intended to provide an accessible and comprehensive entry point for a new generation of activists, organizers, scholars, and educators who place questions of pedagogy and social justice at the heart of their thinking and doing. Martin Heidegger once said that Aristotle s life could be summarized in one, short sentence He was born, he thought, he died. Porfilio and Ford s brilliantly curated compilation of autobiographical sketches of leaders in critical pedagogy resolutely rejects Heidegger s reductive thesis, reminding us all that theory is grounded in the historical specificities and material contradictions of life. For those well acquainted with critical pedagogy, these theoretical memoirs grant us a unique and sometimes surprisingly intimate glimpse into the lives behind the words we know so well. But most importantly, the format of the book is an educational intervention into how critical pedagogy can be taught. While it is often the case that students find critical pedagogy dense, inaccessible, and seemingly detached from the everyday concerns of teache