Teaching as Intellectual Solidarity

Abstract

This paper is a critical case study, which proposes intellectual solidarity as a grounding framework for education. Our initial assumptions considered the following: first, what are those antagonisms limiting authentic human relationships and social transformation in schooling and society? Second, what are some of the dispositions, pedagogies, and experiences of teachers who identify as critical educators and endeavor to transform those antagonisms with students and community members? As we proceed, we describe what we understand to be the interconnected relationship between alienation, schooling, and socialization. Our claim is the relationship between intellectualism and solidarity might be understood as an important remedy to the harmful ideologies limiting personal freedoms and especially collective agency. We identify middle class neoliberal whiteness as the prevailing ideological construct limiting the type of work teachers might otherwise conduct. We further argue teachers might begin by adopting and embodying a critical ontological pedagogical posture to focus more transformational forms of learning. Finally, we acknowledge intellectual solidarity is not a series of practices, but rather an approach working toward informed collective agency.