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Radical Teacher最新文献

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Black Women and the Pandemic Imagination: Pedagogy as a Rehearsal of Hope During Covid-19 黑人妇女和大流行的想象:在Covid-19期间作为希望排练的教育学
IF 0.3
Radical Teacher Pub Date : 2022-04-28 DOI: 10.5195/rt.2022.953
K. N. Brown
{"title":"Black Women and the Pandemic Imagination: Pedagogy as a Rehearsal of Hope During Covid-19","authors":"K. N. Brown","doi":"10.5195/rt.2022.953","DOIUrl":"https://doi.org/10.5195/rt.2022.953","url":null,"abstract":"This article discusses Brown’s use of Afrofuturism and critical pedagogy in her creation of the class, Black Women and the Pandemic Imagination (BWPI), which she taught in Spring 2021 at Virginia Commonwealth University. Brown explains her implementation of precarious pedagogy to attend to the affective needs of students struggling under the effect of Covid-19. She discusses how the analytics of Afrofuturism and critical pedagogy provide strategies for combating white supremacy and for promoting social justice. Brown demonstrates how reading theoretical works by black women about cataclysmic moments (i.e., the apocalypse, contagions, pandemics and even the Middle Passage), as well as studying representations of black women during these moments provides an opportunity for students to “rehearse hope.” Brown sees BWPI as a course premised on Black Lives Matter and committed to black futurity – “there are black people in the future.” Through BWPI, she hoped to ignite the radical imagination of her students, thereby empowering them to think about creating a more equitable future.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"11 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79671284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Reflections on Online Education during the COVID-19 Pandemic: Vignettes from an Indian Classroom 对2019冠状病毒病大流行期间在线教育的思考:来自印度课堂的小插曲
IF 0.3
Radical Teacher Pub Date : 2022-04-28 DOI: 10.5195/rt.2022.965
V. Alexander
{"title":"Reflections on Online Education during the COVID-19 Pandemic: Vignettes from an Indian Classroom","authors":"V. Alexander","doi":"10.5195/rt.2022.965","DOIUrl":"https://doi.org/10.5195/rt.2022.965","url":null,"abstract":"This teaching note presents some reflections on some ways in which student-teacher interactions occurred via. online education during the COVID-19 pandemic. It documents the specific experiences of teaching undergraduate students of a private university in India. It was found that owing to poor internet connectivity, written assignments, while not entirely effective, served as one of the few means with which to establish communciation with the students and confirm learning outcomes. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"49 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82920081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Judge/Hate 法官/恨
IF 0.3
Radical Teacher Pub Date : 2022-04-28 DOI: 10.5195/rt.2022.1028
T. Vick
{"title":"Judge/Hate","authors":"T. Vick","doi":"10.5195/rt.2022.1028","DOIUrl":"https://doi.org/10.5195/rt.2022.1028","url":null,"abstract":"<jats:p>A poem</jats:p>","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"26 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81537912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Afrofuturism: Race, Erasure, and COVID 非洲未来主义:种族、擦除和COVID
IF 0.3
Radical Teacher Pub Date : 2022-04-28 DOI: 10.5195/rt.2022.1017
B. Wallace, Jesse W. Schwartz
{"title":"Afrofuturism: Race, Erasure, and COVID","authors":"B. Wallace, Jesse W. Schwartz","doi":"10.5195/rt.2022.1017","DOIUrl":"https://doi.org/10.5195/rt.2022.1017","url":null,"abstract":"Introduction to the issue on Teaching Afrofuturism","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"21 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86923561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Time in Afrofuturism, Classroom Time, and Carceral Time 非洲未来主义中的时间，课堂时间，和职业时间
IF 0.3
Radical Teacher Pub Date : 2022-04-28 DOI: 10.5195/rt.2022.1013
Wendy W. Walters
{"title":"Time in Afrofuturism, Classroom Time, and Carceral Time","authors":"Wendy W. Walters","doi":"10.5195/rt.2022.1013","DOIUrl":"https://doi.org/10.5195/rt.2022.1013","url":null,"abstract":"This essay describes teaching Afrofuturism in a small liberal arts college and a state prison, during the time of the pandemic. Questions about time are central to Afrofuturist literature, art, and scholarship, and the altered timeframes of both COVID and incarceration are placed into dialogue in this piece.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"103 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77984498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Teaching Afrofuturisms as American Cultural Studies 作为美国文化研究的非洲未来主义教学
IF 0.3
Radical Teacher Pub Date : 2022-04-28 DOI: 10.5195/rt.2022.936
Makeba Lavan
{"title":"Teaching Afrofuturisms as American Cultural Studies","authors":"Makeba Lavan","doi":"10.5195/rt.2022.936","DOIUrl":"https://doi.org/10.5195/rt.2022.936","url":null,"abstract":"Kodwo Eshun asserts that “Afrofuturism studies the appeals that black artists, musicians, critics, and writers have made to the future, in moments where any future was made difficult for them to imagine.” Afrofuturism allows African diasporic writers to imagine new and alternate cultural elements in hopes that these will take root in the collective consciousness and shift the cultural paradigm towards true citizenship and equity. It is this main idea that we explored over two semesters (spring 2020 and Spring 2021) of classes taught online in the wake of brutal state sanctioned murders, subsequent uprisings and a global pandemic. As we learned to maneuver these changes, students facilitated lateral learning across discussion groups and questions, asynchronous group meetings, and collaborations with other classes in a class modeled after the Black Radical Tradition.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78646143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Mobilizing BIPOC Student Power against Liberalism at Soka University of America: A Collection of Voices 动员BIPOC学生力量对抗自由主义在美国创价大学:声音集合
IF 0.3
Radical Teacher Pub Date : 2021-12-09 DOI: 10.5195/rt.2021.899
Victoria Huỳnh, Kristen Storms, Jordyn Saito, Professor X, Aneil Rallin
{"title":"Mobilizing BIPOC Student Power against Liberalism at Soka University of America: A Collection of Voices","authors":"Victoria Huỳnh, Kristen Storms, Jordyn Saito, Professor X, Aneil Rallin","doi":"10.5195/rt.2021.899","DOIUrl":"https://doi.org/10.5195/rt.2021.899","url":null,"abstract":"We write as a collective of BIPOC undergraduate activist students/organizers and contingent/tenured professors dedicated to Black, Third World, and Indigenous liberation through a feminist analysis at Soka University of America (SUA). We focus our critique on liberalism as a dominant political paradigm that has solidified the reign of empire and it’s necropolitical grips on our communities within and without SUA, our SLAC. We highlight through a brief chronology of the epistemic and physical struggles against hegemonic power exercised by our university the ways in which liberalism acts as counterrevolutionary ideology and offer critical reflections/interventions on our struggles against white supremacy at our SLAC, as well as on how our university administration utilizes “liberalism” as a technology of imperialism. We come together to resist empire from where we stand. We believe in the pedagogical possibilities of resistance.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"61 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76424797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Education Reform: What Is Really Achieved by Trying to Close Achievement Gaps? 教育改革:缩小成绩差距到底能取得什么成果?
IF 0.3
Radical Teacher Pub Date : 2021-12-09 DOI: 10.5195/rt.2021.859
John Schlueter
{"title":"Education Reform: What Is Really Achieved by Trying to Close Achievement Gaps?","authors":"John Schlueter","doi":"10.5195/rt.2021.859","DOIUrl":"https://doi.org/10.5195/rt.2021.859","url":null,"abstract":"In this article, I trace the history of the substitution of education reform for economic reform in order to ask, and answer, this question: why do we continue to imagine that (higher) education is where we, finally, achieve equality?  The substitution of education reform for economic reform begins in the early 1960’s with the landmark “Coleman Report.”  I argue that this report, and others that followed, show conclusively that economic inequality simply reproduces itself, and no amount of educational reform can make up for its devastating effects.  However, at this very same time, education reformers begin to believe that educational “achievement” is the cause of increased economic opportunity and equality, rather than an effect of (un)equal economic status.  This confusion of cause and effect not only distracts us from meaningful economic reform, it also puts tremendous pressure on teachers and institutions. Finally, and fatally, substituting educational reform for economic reform remakes equality itself into something that is earned rather than given. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"39 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78687063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
All Power To All the People: WGS and Feminist Pedagogy in the Era of the Alt-Right 《全民皆有权力:另类右翼时代的WGS与女权主义教育学》
IF 0.3
Radical Teacher Pub Date : 2021-12-09 DOI: 10.5195/rt.2021.652
Zakiya R. Adair
{"title":"All Power To All the People: WGS and Feminist Pedagogy in the Era of the Alt-Right","authors":"Zakiya R. Adair","doi":"10.5195/rt.2021.652","DOIUrl":"https://doi.org/10.5195/rt.2021.652","url":null,"abstract":"Academic Feminists have long used anti-oppression composition writing as a emancipatory pedagogical tool, but the impact of neoliberalism on higher education and the institutionalization of WGS have impacted how faculty teach these courses. As well the successful implementation of a gender course requirement has changed the demographics of these classes. This essay looks at the pedagogical parallels between teaching the gender studies course and the English composition course. An additional focus is how institutional shifts in WGS and its curriculum impact pre-tenure faculty's ability to offer emancipatory writing and teaching.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89835591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ethical Considerations on Representing Slavery in Curriculum 课程中再现奴隶制的伦理思考
IF 0.3
Radical Teacher Pub Date : 2021-12-09 DOI: 10.5195/rt.2021.830
Bennett Brazelton
{"title":"Ethical Considerations on Representing Slavery in Curriculum","authors":"Bennett Brazelton","doi":"10.5195/rt.2021.830","DOIUrl":"https://doi.org/10.5195/rt.2021.830","url":null,"abstract":"Critical discourse on the role of slavery in U.S. history curriculum has tended to rely on calls for justice through truth and complexity. Yet the “truth” of slavery is almost incomprehensibly violent, constituting a form of “historical trauma”; the resultant instructional methods thus resemble what Berry and Stovall term a “curriculum of tragedy.” Ethical questions emerge regarding this method. Chiefly, if slavery constitutes a “historical trauma,” what are the possibilities of a Trauma-Informed curriculum? What are the responsibilities owed to students and historical subjects? Building from critical interventions in Black Feminist Theory and the work of the Frantz Fanon, I propose curricular interventions that attempt to mediate concurrent dynamics of trauma, pain, mourning, action, and revenge.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"42 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81789366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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