Organizing pedagogies
Transgressing campus-movement boundaries through radical study and action
Bibliographic Data
| ID | 21633136 |
|---|---|
| Authors | Christopher R Rogers (University of Pennsylvania, corresponding author), Ben Mendelsohn (Portland State University), Krystal Strong (0000-0001-7977-3417, Rutgers, the State University of New Jersey) |
| Year | 2023 |
| Volume | 32 |
| Issue | 1 |
| Pages | 143-169 |
| Publication date | 2023-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of the Learning Sciences (JOURNAL) |
| Journal identifiers | ISSN: 1050-8406 • E-ISSN: 1532-7809 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10508406.2023.2165082 |
| OpenAlex | W4365807357 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
Background This article considers the speculative and pedagogical character of campus abolitionist organizing. Extending education research into the knowledge (re)producing functions of radical activism, we draw upon the Black Radical Tradition to theorize the intersections of learning and imagination in both activism and education.Method The article centers an autoethnographic case study emerging from the authors’ experiences at University of Pennsylvania and their conflicted positions as campus organizers and educational laborers. Centering a direct action around university reparations, the paper draws on recollections of the event and its preparations as well as audiovisual and written documentation.Findings Analyzing our experiences as educational laborers and organizers struggling toward liberation, we document movement-driven learning practices and strategies for navigating contradictions between the university’s professed public mission and the realities of its exploitation of neighboring communities, which has been the focus of national campus organizing in the wake of the 2020 protests for racial justice.Contribution We offer the concept of organizing pedagogies to foreground the role of activism in producing and disseminating knowledge and fostering contexts for collective learning, as well as the role of the radical imagination in shaping activist educators’ mobilizations to advance freedom struggles within and beyond campus
Action research · Collective action · Pedagogy · Political science · Politics · Social movement · Sociology · Critical and Liberation Pedagogy · Critical Race Theory in Education · Law · Race, History, and American Society
Freedom dreams
Studies in Expansive Learning
Recovering Black Storytelling in Qualitative Research
Participatory Design Research and Educational Justice
Handbook of the Cultural Foundations of Learning
Shifting education reform towards anti-racist and intersectional visions of justice
Learning to claim power in a contentious public sphere
Learning in and for collective action
“I Hesitate but I Do Have Hope”
Learning from the Movement for Black Lives
Learning in Diversities of Structures of Social Practice
The Black Revolution on Campus
The History of Black Studies
The Black Campus Movement
Due Time
Engaging Contradictions
Youth as historical actors in the production of possible futures
Fight the power
Black Study, Black Struggle
The University Fix and John Edgar Wideman's Philadelphia Fire
Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures
Developing a Sociocritical Literacy in the Third Space
The Campus and the Street
Upending the Ivory Tower
Situated Knowledges
Learning from the Outsider Within
Convoking the Radical Imagination
Community Organizing or Organizing Community
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |