Seize the Time: Decolonizing Social Justice Education

Session Submission Type: Symposium

Abstract

This symposium features papers from three critical educational researchers who actively interrogate urban conditions to create, utilize, and evaluate transformative teaching practices in communities in four major United States’ cities. This panel conceptualizes urban communities of color as colonized, contested terrains and developed action research (Kemmis & McTaggart, 2000) agendas to examine the critical pedagogical processes that inform their context responsive, anti-colonial teaching praxis engaging youth with problem-posing and liberatory learning across three states – California, Illinois, and Massachusetts. Each paper will discuss the creation, implementation and evaluation of their theoretically informed teaching practices aimed at empowering dispossessed youth in school settings that do otherwise.

Sub Unit

• SIG-Critical Educators for Social Justice

Chair

• Dolores Delgado Bernal, University of Utah

Papers

• Parasitic Pedagogies Must Die for People of Color to Live: Toward an Education for Liberation - Patrick Camangian, University of San Francisco

• Sharecropper Educational Policy and the New Colonial Project: Resistance, Strategy, and Self-Determination - David O. Stovall, University of Illinois at Chicago

• Infiltrate, Populate and Take Over: A Critical Consciousness Project of Sovereignty With Recently Immigrated Youth - Lisa (Leigh) Patel, Boston College

Discussant

• Eve Tuck, SUNY - College at New Paltz