Disrupting Hierarchy in Education
Students and Teachers Collaborating for Social Change

Hakim Mohandas Amani Williams (Edited by), Hana Huskić (Edited by), Christina M. Noto (Edited by), Antonia Darder (Foreword by), Monisha Bajaj (Afterword by)

9780807769775

Hardback, published 22 March 2024

240 pages
23.5 x 16.2 x 1.6 cm, 0.272 kg

"Guided by Paulo Freire's classic book Pedagogy of the Oppressed, (this book) turns many of our traditional ways of thinking on their heads…. For teachers reading the book, there are discussion questions and activities at the end of each chapter, making it a book that can be actionable and put into 'praxis' as the authors suggest."—Forbes

This timely book features rich examples of students and teachers, defined as learning partners, disrupting hierarchy in education by collaborating on social change projects. At the book's core is Paulo Freire's theorization of students and teachers working together toward co-liberation. Co-written by learning partners, each chapter in this collection highlights a social change project that puts Freire's theories into action. Projects span a range of academic disciplines and geographical locations from K-12, university/college, and non-formal educational contexts. Appropriate as both a textbook and a primer on collaborative social change-making, Disrupting Hierarchy in Education offers inspiration and models of community-engaged learning programs from across the globe. Topics include community education, public writing, using media for popular education, adolescent and youth development, climate change education, peace and justice leadership development, revolutionary nonviolence, literacy teacher education, citizenship education, development of Latin American studies, palliative care, reflections on identity and subjectivity, anti-racism education, trauma-informed pedagogy, wellness, and art curation.

• Contents (Tentative)
• Foreword: Decolonizing Hierarchy as a Revolutionary Act  
  Antonia Darder
• Acknowledgments
• Introduction: Modeling Prefigurative Praxes: Disruption for Social Change
  Christina Noto, Hana Huskić
  , and Hakim Mohandas Amani Williams
• Part I: Engaging Different Publics for Social Change
• 1.  
  "Our Ideas Were Welcomed": Disrupting the Teacher/Student Binary in a Collaborative Writing Project With High School Students in South Africa
  Ashley Visagie, Helene Rousseau, Taahirah Hoosain, Imaan Adams, Jason Cloete, and Thea Mennas
• 2.  
  The Black Panthers, Multicultural Peace Education, and Power Sharing in a New York City Alternative High School
  Krista Ambats and Matt Meyer
• 3.  
  Disrupting Hierarchies for New Landscapes of Learning by Action: Experiences and Reflections From a Climate Change Course
  Jing Lin, Virginia Gomes, Joey Haavik, Maha Malik, Shue-kei Joanna Mok, Jordan Scanlon, Emmanuel Wanjala, and Anna Grigoryeva
• 4.  
  Cala-boca já
  morreu: Education Through Media
  Grá
  cia Lopes Lima, Mariana Casellato, and Milena Klinke
• Part II Institutionalizing Social Change: Skills and Program Development
• 5.  
  Education for Revolutionary Nonviolence: Enacting Decolonial Praxis
  Hakim Mohandas Amani Williams, Christina Noto, and Daniel Jones
• 6.  
  From Transformative Pedagogy to Transforming Collegiate Spaces: Creating a Network for Multicultural Scholars
  Roberto Garcia, Paulina S. Lim, Jacqueline Nguyen, and Natalie M. Schneider
• 7.  
  A Trio of Co-Conspirators: Teacher Educators, (Preservice) Teachers, and Elementary Students Working Together as Activist Researchers for Social Change
  Katie Allison, Jessica Barnett, Vickie Godfrey, Jasmine Hashemi, James Hoffman, Beatrice Kyle, Catherine Lammert, Julie Mazur, and Theresa Nguyen
• 8.  
  Brooklyn Arts Council'
  s Wellness Studio: Educational Praxis in Slow Curating for Social Change
  Chief Baba Neil Clarke, Daniela Fifi, Desiree Gordon, David Gumbs, Miguelina Rodriguez, Griselda Rodriguez-Solomon, and Zane Rodulfo
• 9.  
  Everybody Teach! Upending Traditional Disciplinary Curriculum to Create Co-Taught, Praxis-Based, Higher Education Courses
  Alexander Fink, Bemnet Habtamu, Angela Kunkel-Linares, Morgan Pence, Kaiya Woller, and Ilene Dawn Alexander
• 10.  
  To Be "In and Not Of" the University, but Beyond: Estudios Rebeldes as Relational Disrupting for Change
  Agustin "Tino" Diaz, Hannah Filizola Ruiz, Leandra Hernandez, Jose Coreas, Lydia Kerr, Jorge Garcia, Carlos Alarco, and Mari Claudia Linares
• Part III: Reflexivity and Conscientization for Social Change
• 11.  
  "Uncertaining" the Teacher and Student: Reflections between a Professor and a Medical Doctor
  Nyna Amin and Laura Campbell
• 12.  
  Working Toward Trauma-Informed Praxis: Reflections on a Shared Learning Process
  Juleus Ghunta and Ute Kelly
• EDITORS'
  REFLECTION
• We Are the Ones We'
  ve Been Waiting For: Justice-Grounded Leadership
  Hana Huskić
  , Christina Noto, and Hakim Mohandas Amani Williams
• Afterword  
  Monisha Bajaj
• References
• Endnotes
• Index
• About the Editors and Contributors