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Session Type: Symposium
Each of the panelists will share papers that focus on how, as activist teacher educators, they address 21st century challenges that emerge from the complex intersections of social justice and climate change. Following the conference theme, each of the authors on this panel will respond in their papers to how their scholar-activist teaching speaks to the questions: 1.) What kinds of teaching and learning processes foster equity, disrupt systemic inequality, and deepen learning? 2.) What can we learn from social movements and activists from below and elsewhere, from the margins and the borderlands, from the Indigenous and the migrants? 3.) What kind of future might we build together, and how can institutions of education contribute to more activist teaching?
Alison Happel-Parkins, The University of Memphis
Rita Turner, University of Maryland - Baltimore County
Learning to Recognize Multispecies Equity: The More-Than-Human Accomplices in Educational Collaborations to (Re)Imagine Democracy - John Joseph Lupinacci, Washington State University - Pullman; Brandon Edwards-Schuth, Washington State University - Pullman
A Pandemic-Informed Critical Posthumanist Approach for Human and More-Than-Human Justice and Liberation - Alison Happel-Parkins, The University of Memphis; John Joseph Lupinacci, Washington State University - Pullman
Place-Conscious Teacher Education for Cultivating 21st Century Community Well-Being - Kevin James Holohan, Grand Valley State University
PLANTIFA: Antifascist Guerilla Gardening as Revolutionary Community Praxis Through Multispecies Resistance Toward Total Liberatio - Brandon Edwards-Schuth, Washington State University - Pullman; Marco Cerqueira, Washington State University
An Eco-Horror Curriculum for Teacher Education - JT Torres, Quinnipiac University; Emma Minke McMain, Washington State University - Pullman