Seize the Time: Foregrounding Liberation in Social Justice Education

Session Type: Symposium

Abstract

This symposium features three papers from critical educational researchers who actively interrogate conditions to problematize socially transformative educational approaches in three major United States’ cities. This panel conceptualizes urban communities of color as colonized, dispossessed, and contested terrains and developed action research agendas to examine the critical educational processes that inform their context responsive, anti-colonial educational praxis engaging with communities in problem-posing and liberatory processes across two states – California and Illinois. Each paper will discuss their politically informed educational practices aimed at joining with dispossessed people in struggles for self-determination in school and community settings that do otherwise.

Sub Unit

• SIG-Indigenous Peoples of the Americas

Chair

• Talia London, University of Massachusetts Amherst

Papers

• Solidarity With the People: Organizing to Disrupt Teacher Alienation - Antonio Nieves Martinez, University of Massachusetts - Amherst; Carolina Valdez, California State University - Monterey Bay; Stephanie Cariaga, Locke High School

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

• Let's Break Free: Framing an Education for Liberation - Patrick Camangian, University of San Francisco

Discussant

• Sandy Grande, Connecticut College