Education for Societal Transformation: Alternatives for a Just Future (Panel 2)

Group Submission Type: Formal Panel Session

Proposal

This is the second of two proposed panels stemming from a NORRAG Special Issue focused on alternatives in education to address a global polycrisis. These holistic alternatives and “non-reformist” reforms challenge hegemonic ideas perpetuated by neoliberal capitalism, militarism, patriarchy, racism, and other oppressive structures, and advocate for systemic changes in education that promote holistic and social justice. Margaret Thatcher’s TINA – There is No Alternative to (neoliberal) capitalism – was wrong from the beginning. David Bollier’s TAPAS – There are Plenty of Alternatives – is clearly more accurate. But what really constitutes education and societal “alternatives?” Andre Gorz (1967) coined the term “nonreformist reforms” to refer to reforms that go beyond palliative “reformist” measures that don’t challenge oppressive structures. This stance immediately leads to asking “what alternatives really challenge fundamental structures and ideologies?”
This question has no easy answer, but the papers in this second panel present alternatives, including public elementary schools in Vermont, secondary school student activism in Italy, arts education in urban Honduras, and the role of a critical scholar/activist. When operating within the dominant political and economic paradigms, reforms are easy, yet they almost always reproduce dominant Global North perspectives. One can simply define objectives, do an impact assessment or cost-benefit analysis, and select the best choice. However, challenging capitalism, patriarchy, racism – or their educational manifestations – has no single answer without participatory dialogue. Entrenched interests co-opt reforms. Current structures and institutions resist change. Nevertheless, this second panel presents additional alternatives, creates opportunities for dialogue, and fosters hope at a critical time in history.
Scholarly significance
Members of the panel and contributors to the Special Issue believe that education can change society. The alternatives in this panel help point the way, although they represent merely a fraction of all the attempts at transformative education alternatives found in many communities worldwide. Our theory of change for this urgent transformation is that education serves as part of a cross-sector, cross-issue, cross-national mobilization towards societal transformation, needed urgently given the impending climate catastrophe. We cannot postpone this transformation to the next generation!
Session structure
The panel consists of four papers along with an introduction by a chair, who will discuss the broader endeavor. To include as many papers from the Special Issue as possible, we aim to hear from the authors and create a dialogue with the audience.

Sub Unit

• 21st Century Educational Alternatives: Confronting Racial Capitalism, Patriarchy, Militarism, and the Climate Crisis

Chair

• Mark Ginsburg, University of Maryland

Individual Presentations

• Reflecting on, Resetting and Reimagining Schools in the Post-Pandemic Context: A Case Study in Rural Vermont - Rachel A. Glickman, SIT / Academy School

• Student activism in secondary education: a world of alternatives - Giuseppe Lipari, Scuola Normale Superiore

• Urban Arts Education as Nonviolent Resistance in Honduras - Amanda Renee Blewitt, University of North Carolina Greensboro

• The Tasks of the Critical Scholar/Activist - Michael Apple, The University of Wisconsin-Madison