1 Activism in Education 5414-ADG Online Summer Course: July 3 – August 14, 2018 Instructor: Dr. Jan Oakley Email: [email protected]Skype: jan.oakley73 Phone: 807-343-8701 (office); 807-684-0947 (home) Course Description This course examines the politically charged relationship between education and activism. Working from the recognition that education is never neutral, we explore the motivations, risks, and rewards of activism in formal, informal, and public educational contexts. We consider activist movements such as Occupy Education, IdleNoMore, Shannen’s Dream, GSAs, school walkouts, social media activism, public pedagogies, and environmental and social justice efforts that draw attention to practices and ideologies of globalization, corporatization, neoliberalism, capitalism and imperialism in education. Themes include challenging social hierarchies and empowering marginalized voices through educational activism; radicalizing teaching, research, and learning; and eschewing a separation between scholarship and activism while embracing emotions and embodied learning. Guiding Questions Some of the questions we will explore in this course include: - What is activism? What is the relationship between activism and education? - How can educators employ activism in education, for education, and as education? - How has activism in education been theorized? - What are the motivations, risks, rewards, and responses to activist work in educational contexts? - How are activists responding to neoliberal trends in education and the broader society? - How might activism fit within our own educational/teaching/research interests and pursuits? We will approach these and other questions in a variety of ways, including reading, viewing, online discussion, writing, and other modes of representing knowledge. Insights from people’s personal and professional experiences are welcomed.
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Activism in Education 5414-ADG - Lakehead University · 2018-09-09 · 1 Activism in Education 5414-ADG Online Summer Course: July 3 – August 14, 2018 Instructor: Dr. Jan Oakley
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department/school concerned and the Dean of the Faculty, the designation “Inc” shall be temporarily
entered on the student’s record by the Registrar. If a student wishes to clear a grade of Incomplete
from their record, they must make an application to the Registrar within one month after the
publication of the grades for the course, and pay the required fee.
Academic dishonesty and plagiarism: Plagiarism is a serious academic offence. Presenting an idea,
words, or an exact phrase of another author as your own work constitutes plagiarism. Other instances
of Academic Dishonesty, including but not limited to double submission (submitting your own work
across courses, or within the same course), purchasing of assignments (either online or from another
student on campus), or copying of assignments will br dealt with in accordance to the University
regulations on Academic Dishonesty. All students are required to know what constitutes plagiarism
and how to avoid it. Click this link to review the policy. Please do your own work.
Your mental health is important! If you require immediate support regarding a mental health crisis,
call Crisis Response at 346-8282 (24 hours/day). For non-crisis issues, please call Good To Talk at
1-866-925-5454. For additional community resources, please call 211.
Rubric. The following rubric will be used to assess your work in this course.
Quality of Work Percentage Range
Exceptional Work: Demonstrates exceptional comprehension, exceptional depth of inquiry and originality of thought, deep self-reflexivity, and exceptional critical and creative thinking. Always makes highly insightful and thought-provoking connections to contemporary and/or historical events and to ideas beyond the course. Writing or representation is of such quality that it is nearing readiness for publication in peer-reviewed academic journals.
90-100
Outstanding Work: Demonstrates outstanding comprehension and significant depth of inquiry. Consistently applies a very high level of critical scrutiny to texts and discussions and offers highly original and creative insights. Demonstrates outstanding self-reflexivity and critically evaluates one’s own thinking and learning processes. Consistently makes highly insightful and thought-provoking connections to contemporary and/or historical events and to ideas beyond the course. Consistently excellent writing/ representation.
85-89
Excellent Work: Demonstrates excellent comprehension and significant depth of inquiry. Consistently applies a high level of critical scrutiny to texts and discussions and offers original and often creative insights. Demonstrates a strong degree of personal engagement and critically evaluates one’s own thinking and learning processes. Consistently makes insightful connections to contemporary and/or historical events and to ideas beyond the course. Consistently excellent writing/representation.
80-84
Very Good Work: Demonstrates solid comprehension and very good depth of inquiry. Frequently applies a high level of critical scrutiny to course readings and discussions and offers thoughtful insights. Frequently makes insightful connections to contemporary and/or historical events and to ideas beyond the course Solid evidence of critical reflection, questioning, and creativity. Very good writing/representation.
Satisfactory Work: Demonstrates solid comprehension of course readings and shows sufficient depth of inquiry. Regularly applies critical scrutiny to course readings and discussions and offers thoughtful insights. Regularly makes insightful connections to contemporary and/or historical events and to ideas beyond the course. Good evidence of critical reflection, questioning, and creativity. Good writing/representation.
74-76
Just Satisfactory Work: Demonstrates good comprehension of course readings and shows sufficient depth of inquiry. Applies sufficient critical scrutiny to course readings and discussions and offers some thoughtful insights. Occasionally makes insightful connections to contemporary and/or historical events and to ideas beyond the course. Good evidence of critical reflection, questioning, and creativity. Satisfactory writing/representation.
70-73
Unsatisfactory Work: Demonstrates spotty comprehension of course readings. Shows limited depth of inquiry. Applies minimal critical scrutiny to course readings and discussions. Articulates few original or critical insights. Makes basic connections to contemporary and/or historical events. Some evidence of going beyond the assigned readings. Some evidence of critical reflection and questioning. Writing/representation unclear or not at the level required for MEd-level work.
Below 70
Course Readings by Week
In order to ensure a diversity of perspectives, we will use readings and resources by different
authors. These are all available on our website. Many students report that printing out and marking
up readings aids their recall and reflection and ultimately deepens their understanding. However you
go about it, please make a significant investment in the readings in order to make the most of the
course. Please also note that because this course is largely discussion-based, it is ESSENTIAL that we
all read the articles/view the videos, and prepare responses by the beginning of each week.
View 1. Jensen, D. & Brown, J. (2015). Forget shorter showers: Why personal change does not equal
political change [Video]. Retrieved from http://www.filmsforaction.org/watch/forget-shorter-showers/
Read
1. Ryan, J. (2016). Strategic activism, educational leadership and social justice. International Journal of Leadership in Education, 19(1), 87-100.
2. Entin, J., Ohmann, R., & O’Malley, S. (2013, Spring). Occupy and education: Introduction. Radical Teacher, 96, 1-5.
3. Angus, C. (2015). The bravery and the tragedy of Shannen Koostachin (excerpt from Children of the Broken Treaty). Regina, SK: University of Regina Press.
4. Lowan-Trudeau, G. (2015). Teaching the tension: Indigenous land rights, activism and education in Canada. Retrieved from http://www.cea-ace.ca/education-canada/article/teaching-tension
Optional/Recommended
1. OPTIONAL. Niblett, B. (2017). Facilitating activist education. What works? Research into practice. Toronto, ON: Ontario Ministry of Education.
1. Houska, T. (2017). The Standing Rock resistance and our fight for Indigenous rights [Video]. Retrieved from https://www.ted.com/talks/tara_houska_the_standing_rock_resistance_and_our_fight_for_indigenous_rights
Read
1. Hill Collins, P. (2013, Winter). Truth telling and intellectual activism. Contexts, 37-39; 41.
2. Nishida, A., & Fine, M. (2014). Creating classrooms of and for activism at the intersections of class, race, gender and disability. Multicultural Perspectives, 16(1), 8-11.
3. Friedman, S. (1997). Rethinking globalization: A teacher struggles with encouraging direct student action. Rethinking Schools, 11(4). Retrieved from http://www.rethinkingschools.org/publication/rg/RGDisney.shtml
4. Gebresellassi, S. (2010). A perspective on higher education through the lens of a student activist. LEARNing Landscapes, 3(2), 37-42.
5. Suzuki , D. & Mayorga, E. (2014). Scholar-activism: A twice told tale. Multicultural Perspectives, 16(1), 16-20.
Optional/Recommended
1. OPTIONAL. Kazuo, R., & Perret, M. (2015). Occupy the syllabus. Retrieved from http://www.dailycal.org/2015/01/20/occupy-syllabus/
2. OPTIONAL: Niblett, B. & Oraa, C. (2014). The gay agenda in Ontario Catholic schools: Gay-straight alliances as activist education. In G. Walton (Ed.), The gay agenda: Claiming space, identity, and justice (pp. 53-69). New York, NY: Peter Lang.
1. Arse, A. (2014). Malala – Shot for going to school [Video]. Retrieved from Lakehead University’s KANOPY streaming service: http://lakeheadu.kanopystreaming.com
Read
1. Boesveld, S. (2014). Dalhousie social activism course has students hitting the streets in ‘active protest’ for credits. Retrieved from http://news.nationalpost.com/news/canada/dalhousie-social-activism-course-has-students-hit-the-streets-in-active-protest-for-credits
2. Chatterton, P. (2008). Demand the possible: Journeys in changing our world as a public activist-scholar. Antipode, 40(3), 421-427.
3. Cloues, R. (2014). Polar bears on Mission Street: 4th graders take on climate change. In B. Bigelow & T. Swinehart (Eds.), A people’s curriculum for the earth (pp. 157-160). Milwaulkee, WI: Rethinking Schools.
4. Campigotto, R. & Barrett, S. (2017). Creating space for teacher activism in environmental education: Pre-service teachers’ experiences. Canadian Journal of Environmental Education, 22, 42-57.
5. Torres-Harding et al. (2018). Children as agents of social and community change: Enhancing youth empowerment through participation in a school-based social activism project. Education, Citizenship and Social Justice, 13(1), 3-18.
Optional/Recommended
1. OPTIONAL. Crawford-Garrett, K., Perez, M., Sanchez, R., Short, A., & Tyson, K. (2015). Activism is good teaching: Reclaiming the profession. Rethinking Schools, 30(2), 1-4.
2. OPTIONAL. Piven, F. F. (2010). Reflections on scholarship and activism. Antipode, 42(4), 806-810.
ACTIVISM AND PUBLIC PEDAGOGY: BEYOND THE CLASSROOM
View/Listen
1. Hunter, E. (2013). Activism 2.0 - Rebirth of the environmental movement: Emily Hunter at TEDxUTSC [Video]. Retrieved from https://www.youtube.com/watch?v=KsB2qtDaiRw&list=PLGXKBxV1vYGy13mzK7rrIoyU2FwMXN9Ws
2. Films for Action (2015). 10 pieces of political graffiti you can recreate yourself. Films for Action. Retrieved from https://www.filmsforaction.org/articles/political-graffiti/
3. Gorski, P. (2018). Songs about education reform. EdChange. Retrieved from http://www.edchange.org/multicultural/arts/education_songs.html
Read/View
1. Picower, B. (2013). Education should be free! Occupy the DOE! Teacher activists involved in the Occupy Wall Street movement. Critical Studies in Education, 54(1), 44-56.
2. Meerkat Media (2011). Occupy the DOE (Video to accompany Picower’s 2013 text) [Video]. Retrieved from https://youtu.be/YbmjMickJMA
3. Sandlin, J.A. (2007). Popular culture, cultural resistance, and anticonsumption activism: An exploration of culture jamming as critical adult education. New Directions for Adult and Continuing Education, 115, 73-82.
4. Barker, A. (2014). ‘A direct act of resurgence, a direct act of sovereignty’: Reflections on Idle No More, Indigenous activism, and Canadian settler colonialism. Globalizations, 12(1), 43-65.
5. Branagan, M. (2005). Environmental education, activism and the arts. Convergence, XXXVIII(4), 33-50.
Optional/Recommended
1. OPTIONAL: Linder, C., Myers, J., Riggle, C., & Lacy, M. (2016). From margins to mainstream: Social media as a tool for campus sexual violence activism. Journal of Diversity in Higher Education, 9(3), 231-244.
2. OPTIONAL. Decena et al. (2017). Not without us: Grassroots activists demonstrate at the United Nations’ climate talks (Video). Retrieved from Lakehead University’s KANOPY streaming service: http://lakeheadu.kanopystreaming.com
1. RT (2015). Fossil fuel industry slows down science research at universities: Student activist [Video]. Retrieved from https://www.youtube.com/watch?v=IEaun3uYjSo
2. Fossil Free Lakehead (2015). An open letter. Retrieved from http://fossilfreelakehead.ca/
3. Naison, M. (2013) The making of an education catastrophe: One activist’s journey of discovery: Mark Naison at TEDxCSSU [Video]. Retrieved from https://www.youtube.com/watch?v=IV2GbJVlC3I
Read
1. Hale, C. (2001). What is activist research? Social Science Research Council, 2(1-2), 13-15.
2. Flood, G., Martin, B., & Dreher, T. (2013). Combining academia and activism: Common obstacles and useful tools. Australian Universities’ Review, 55(1), 17-26.
3. Cooley, R. (2001). Beyond pink and blue: Fourth graders get fired up about Pottery Barn’s gender stereotypes. In E. Marshall & Ö. Sensoy (Eds.), Rethinking popular culture and media (pp. 247-252). Milwaukee, MI: Rethinking Schools.
4. Whitehouse, H. (2014). Not greenies at the school: Investigating the discourses of environmental activism in regional Australia. Australian Journal of Environmental Education, 30(1), 106-111.
5. Hytten, K. (2014). Teaching as and for activism: Challenges and possibilities. Philosophy of Education, 385-394.
Optional/Recommended
1. OPTIONAL. Nygreen, K. (2006). Reproducing or challenging power in the questions we ask and the methods we use: A framework for activist research in urban education. The Urban Review, 38(1), 1-25.
1. Fusion (2017). Refugee uses ballet to create message of peace [Video]. Retrieved from https://www.youtube.com/watch?v=Vw-kZABueC4
2. CBC News (2016). Woodstock students hold walkout over youth suicides [Video]. Retrieved from https://www.youtube.com/watch?v=BqdNgOhEddM
3. Boudot, M. (2014). Send in the clowns: Humor as a weapon [Video]. Retrieved from Lakehead University’s KANOPY streaming service: http://lakeheadu.kanopystreaming.com
Read
1. Askins, K. (2009). ‘That’s just what I do’: Placing emotion in academic activism. Emotion, Space and Society, 2, 4-13.
2. Activist Trauma Support (n.d.). Sustainable activism and avoiding burnout. Retrieved from https://www.activist-trauma.net/assets/files/burnout_flyer_rightway.pdf
3. Fahs, B. (2016). A tale of three classrooms: Fat studies and its intellectual allies. In E. Cameron & C. Russell, The fat pedagogy reader: Challenging weight-based oppression through critical education (pp. 221-229). New York: Peter Lang.
4. Drew, L. (2014). Embodied learning processes in activism. The Canadian Journal for the Study of Adult Education, 27(1), 83-101.
5. Dixon, C. (2016). For the long haul: Building social justice movements with one eye on the past and the other on the future. Briarpatch. Retrieved from https://briarpatchmagazine.com/articles/view/for-the-long-haul