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Activism in Education 5414-ADG

Online Summer Course: July 3 – August 14, 2018

Instructor: Dr. Jan Oakley

Email: joakley@lakeheadu.ca

Skype: jan.oakley73

Phone: 807-343-8701 (office); 807-684-0947 (home)

Course Description

This course examines the politically charged relationship between education and activism.

Working from the recognition that education is never neutral, we explore the motivations, risks,

and rewards of activism in formal, informal, and public educational contexts. We consider activist

movements such as Occupy Education, IdleNoMore, Shannen’s Dream, GSAs, school walkouts,

social media activism, public pedagogies, and environmental and social justice efforts that draw

attention to practices and ideologies of globalization, corporatization, neoliberalism, capitalism

and imperialism in education. Themes include challenging social hierarchies and empowering

marginalized voices through educational activism; radicalizing teaching, research, and learning;

and eschewing a separation between scholarship and activism while embracing emotions and

embodied learning.

Guiding Questions

Some of the questions we will explore in this course include:

- What is activism? What is the relationship between activism and education?

- How can educators employ activism in education, for education, and as education?

- How has activism in education been theorized?

- What are the motivations, risks, rewards, and responses to activist work in educational contexts?

- How are activists responding to neoliberal trends in education and the broader society?

- How might activism fit within our own educational/teaching/research interests and pursuits?

We will approach these and other questions in a variety of ways, including reading, viewing, online

discussion, writing, and other modes of representing knowledge. Insights from people’s personal and

professional experiences are welcomed.

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Course Website

Our course is online and can be accessed through the Desire2Learn (D2L) platform at

https://mycourselink.lakeheadu.ca/. The functions we will use on our D2L site are:

Main page/Announcements: where course updates will be regularly posted; please check it

often

Content: where all course readings and supplemental materials are posted

Assignments: use the Assignments function to submit course assignments

Discussions: where online discussions will take place throughout the course

Email: use the D2L email system to contact the instructor, and your classmates, at any point

during our course

Please spend some time familiarizing yourself with these components of D2L. You may wish to review

the “Important Links” information under the tab menu item entitled “More.”

Course Materials

There is no text to purchase for this course. All texts are available on our D2L website, organized by

week under the “Content” tab. Readings/videos under the “Optional” category are just that: optional,

but recommended.

Important Note: Because this course is largely discussion-based, it is ESSENTIAL that we all read the

articles/view the videos by the beginning (i.e., Monday) of each week, and are prepared to discuss

them. Please see the Course Readings by Week for dates associated with each reading.

Time Management/Approach to Online Learning

This is an intensive six-week course. Time management is essential for you to successfully complete it.

Please plan to allocate approximately two hours to the course each day, and possibly more, based on

the given week and workload. Note that if we were meeting in person, the class time would be 6

hours per week – consider this as a guideline for your online participation. On top of this, there is a

heavy workload of reading and viewing each week, and assignments to complete as well. A suggested

guideline for completing the readings and assignments is 8 hours per week, and possibly more

depending on the week. Please do not procrastinate at any point in the course, and approach me

immediately if you are falling behind our schedule.

The focus of this course is on unpacking the ideas in the assigned texts through weekly discussions

and assignments. Please note that the material covered in this class may be considered controversial

and provocative to all of us (including the instructor), so we must be prepared to challenge and be

challenged, to be critical and to be critiqued, and to support and be supported. We may not always

agree with each other. However, it is essential that we enter our conversations with generosity of

spirit, good humour, and high regard for each other.

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Respectful communication is expected at all times. Please keep in mind that all participants have the

right to hold, defend, and promote their views. However, this right exists alongside regulations that

protect an individual’s right to education without discrimination or harassment on the basis of

gender, race, sex, religion, class, sexual orientation, gender identity, ability, body size, age, place of

origin, etc. Students are required to respect social and cultural differences. Intents to insult an

individual or group of individuals on the basis of their gender, race, etc. and words or symbols that

convey hatred or contempt constitute harassment and will not be tolerated, and I (as instructor)

reserve the right to remove any posts I deem offensive. Our discussions must always respect the

values of diversity and tolerance of difference.

Drop Date: The last date to drop the course is July 30. By then, you should have a sense of how you

are faring in the course.

Contacting the Instructor

I will check my email, and the Discussion boards, once daily from Monday-Friday throughout the

course. On weekends I will check email less regularly, and a response may take longer (e.g., 48 hours).

To correspond with me by email, please use the email link provided through D2L. I am also available

to discuss assignments or course materials with you by phone or Skype (please see the top of this

course outline for contact information).

Course Assignments

1. Activism in Education Reflection Paper Due Sunday, July 15 by 11:59 pm 20%

2. Activist Lesson Plan or Spotlight Due Sunday, July 29 by 11:59 pm 15%

3. Online Participation - Postings Weekly, 1st posts due Mondays by 5:00 pm 25%

4. Final Essay Due Tuesday, August 14 by 11:59 pm 40%

Assignment Details

1. ACTIVISM IN EDUCATION REFLECTION PAPER. Due Sunday, July 15 by 11:59 pm (20%)

Based on the assigned texts for Week 1 and Week 2 of the course, write a paper of approximately

1000 words explaining what you have learned to date about activism and education. Your paper

should explain and synthesize what you have learned in the first two weeks of the course. You may

wish to address some of the following questions in your paper:

What have you learned from the Week 1 and Week 2 texts, regarding the diverse “landscape”

of activism in education? Draw on a few examples to discuss.

What is the broader social context in which educational activism is taking place? Consider, for

example, the power struggles of globalization, corporatization, neoliberalism, capitalism, etc.

How can activism take place in education, teaching, post-secondary institutions, and/or public

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pedagogy? What can it look like? Discuss some of the authors’ suggestions.

Why is it important for educator-activists to be strategic in their work? Discuss some of the

authors’ recommendations.

How can education challenge social hierarchies, and why is this important?

What are your impressions of the texts – do you have further questions, ideas for application,

disagreements, critiques?

Please note that conducting external research for this assignment is not encouraged: you will have

enough to draw from, and enough to read in the assigned texts! Note that I am looking for evidence

that you have read and understood the texts, synthesized the ideas in your own words, and

considered the authors’ ideas critically. Evaluation will also be based on the quality of your writing,

demonstration of engagement, evidence of critical analysis, and adherence to APA style (6th edition).

Instructions for submitting this assignment: Please submit this assignment to me in MS Word (not as

a PDF), through the “Assignment” tab on D2L. I will use the “track changes” feature in MS Word to

comment and provide feedback on your papers, and return them to you.

2. ACTIVIST LESSON PLAN OR SPOTLIGHT. Due Sunday, July 29 by 11:59 pm (15%)

One of the guiding questions (see page 1) of our course is: How can educators employ activism in

education? With this assignment, you will respond specifically to that question by either creating a

activist lesson plan or researching and shining a spotlight on a current educational activist initiative.

Please choose one of the following two options, and be prepared to share your assignment with the

class by posting it on our discussion board.

Option 1: Activist Lesson Plan

Develop and write an original lesson plan that outlines an activist educational activity you could

employ in your teaching. Your lesson plan can be formatted in any way that works for you, and can

apply to any grade/subject/educational context, but should include the following sections:

(a) Grade; Subject (if applicable); Topic or Title;

(b) Background, Rationale or Purpose (why should students undertake this activity?)

(c) Learning Objectives (what will the student be able to do after the lesson? Remember that learning

objectives should be specific and measurable)

(d) Procedures/Description of Strategy or Activity (please describe in sufficient detail)*

(e) Required Materials and/or Contacts or Permissions Needed

(f) Evaluation

(g) References/Resources/Connections to Course Materials

*Note: Given that activist undertakings in education often take more time than a single class, you may

wish to break down section (e) (Procedures/Description of Strategy of Activity) into multiple classes,

to outline a series of manageable steps. Please make your ideas clear.

Length guideline for this assignment: 2-3 pages.

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OR Option 2: Spotlight on an Educational Activist Initiative

In this course we consider and learn about various forms of educational activism (e.g., gay-straight

alliances, Shannen’s dream, etc.). Research and present an example of educational activism that is not

considered in our course texts, and provide a written summary (approximately 500 words), or a

designed PowerPoint or Prezi (maximum 15 slides), or other creative mode to explain it. Some basic

questions to answer in this assignment include: what is the form of educational activism? Where and

how is it taking place? What are the goals of this effort? What are the effects? How might the success

be measured? If this effort relates to our course texts, how does it relate?

Instructions for submitting this assignment: Please submit this assignment to me through the

“Assignment” tab on D2L, and be prepared to post it on our discussion board (details forthcoming on

how to where and how to post online).

3. ONLINE PARTICIPATION – POSTINGS. Due weekly (25%)

Ongoing, active participation is a requirement of this course. This means posting your own thoughts

about the weekly topics, commenting on others’ ideas, and responding to questions about your own

postings. We are covering contentious issues in this course and emotions can run high. Please see the

guidelines under “Approach to Online Learning” for further detail. Now is an ideal time to hone your

skills at being “critical friends.”

Consider your time commitment to online discussions to be critical to your success as a learner as well

as to the success of the course. You are expected to participate throughout the week (Monday-

Friday); do not clump your postings all together, especially at the end of the discussion period. I

expect you to read/listen/watch all content and thus to be able to jump into conversations. You must

post on at least two different readings on each theme, but are welcome to post on more, as well as

on the other content (videos, etc.) if desired.

Note that you are expected to post a minimum of three times per week. Your first postings are due

by 5:00 p.m., Mondays each week. Your initial postings should be no more than 250 words and

should be precise, concise, and clear. Ensuing discussion will build on these initial postings and should

focus not only on places of convergence but also divergence. You will be required to comment at least

2 other times each week; additional posts should generally be no more than 75 words. The boards

will close each Friday at 5:00 p.m.

To ensure that this course does not become overwhelming for all of us, it is vital that you emphasize

quality rather than quantity when posting. While it is relatively easy to post numerous, non-

substantive comments (e.g., “I really like what Jane Doe said”), doing so will only generate tons of

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postings that we will all have to wade through. It is thus important that you make the effort to only

post insightful, meaningful comments that move the discussion forward. Please ensure that you post

substantive comments that demonstrate investment of thought, research, reflection, and critical

analysis. For example, a meaningful post might:

Clarify the ostensible meaning of course readings

Suggest a different interpretation of the readings

Encourage perspective-taking by illustrating how others might react to the readings

Pose a critical question

Clarify the positionality of authors by identifying common ground and/or differences amongst

authors

Identify the assumptions and theoretical frameworks underlying each author’s arguments

Provide concrete examples of theoretical ideas, perhaps grounded in your own professional or

personal experience

Identify possible implications (e.g., pedagogical, ethical, social, environmental) of particular

ideas

Make connections between issues being discussed

Offer an intersectional analysis that makes clear the connections between activism and

education

Engage in intertextuality by suggesting other relevant readings that might help extend

understanding of the issues

Identify practical ways in which ideas from the course are currently being embodied (e.g., in

curriculum, teaching activities, pedagogical practices, films, art, websites, newspaper articles,

activist projects, etc.), or propose your own creative suggestions for applying these activist

ideas in formal or informal learning contexts.

Evaluation of your online contributions will be based on both the timeliness and the quality of your

postings. I will provide you with feedback at the halfway mark of our course (during Week 4).

4. FINAL ESSAY – Due Tuesday, August 14 by 11:59 p.m. (40%)

Note: Please submit a brief outline/”pitch” (maximum 200 words) of your idea for your final paper by

Wednesday, August 8 (or earlier). This should include a description of your proposed paper topic, and

list at least 5 relevant scholarly articles, books, or book chapters beyond the course readings that will

inform your work.

Note: If you are a student in the “Education for Change” field of study (with a specialization in

Environmental and Sustainability Education, Indigenous Education, and/or Social Justice Education),

your final essay must relate to your areas of specialization.

Please choose one of the following options for your final essay:

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Option 1: Final Reflection Essay

Wrap up the course by distilling what you find most compelling about activism in education and

whether/if/how you may use it in your educational-related work. You should cite at least 5 academic

sources from beyond the course. Length guideline: 3,000 words maximum. Please use APA style (6th

edition) to format your final paper.

OR Option 2: Traditional Academic Essay

Write a more traditional academic paper in an area of activist education that particularly interests you

(or relates to your specialization in the Master of Education program). You should cite at least 5

academic sources from beyond the course. Length guideline: 3,000 words maximum. Please use APA

style (6th edition) to format your final paper.

Instructions for submitting this assignment: Please submit this assignment to me in MS Word (not as

a PDF), using the “Assignment” feature on D2L. I will use “the track changes” feature in MS Word to

comment and provide feedback on your papers.

Other Important Course Information

Assignment due dates: All assignments must be handed in by the specified due dates. If you have

trouble meeting a due date, please discuss it with me at least one week prior to your due date and, if

accepted, we will negotiate a new due date. Missing due dates without prior approval will result in a

deduction of 5% per day.

Accessibility and Learning Accommodations: Lakehead University is committed to achieving full

accessibility for persons with disabilities. Part of this commitment includes arranging academic

accommodations for students with disabilities and/or medical conditions to ensure they have an

equitable opportunity to participate in all of their academic activities. If you are a student with a

disability and think you may need accommodations, you are strongly encouraged to contact Student

Accessibility Services (SAS) and register as early as possible. For more information, please contact

Student Accessibility Services http://studentaccessibility.lakeheadu.ca (SC0003, 343-8047 or

sas@lakeheadu.ca). If you have special needs regarding the format or the due dates for the

assignments, please inform me.

Note on Incomplete Standing (from the Lakehead University Calendar): Incomplete Standing indicates

that a student has not passed a course, but that the instructor is prepared to insert a grade upon the

completion of required course work or the writing of an examination. The privilege of deferring part

of the work in this way will be granted only when, in the opinion of the instructor and his/her

department/school, the incomplete work is a separable part of the course. Where a grade of

Incomplete is recommended by the instructor and approved by the chair/director of the

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department/school concerned and the Dean of the Faculty, the designation “Inc” shall be temporarily

entered on the student’s record by the Registrar. If a student wishes to clear a grade of Incomplete

from their record, they must make an application to the Registrar within one month after the

publication of the grades for the course, and pay the required fee.

Academic dishonesty and plagiarism: Plagiarism is a serious academic offence. Presenting an idea,

words, or an exact phrase of another author as your own work constitutes plagiarism. Other instances

of Academic Dishonesty, including but not limited to double submission (submitting your own work

across courses, or within the same course), purchasing of assignments (either online or from another

student on campus), or copying of assignments will br dealt with in accordance to the University

regulations on Academic Dishonesty. All students are required to know what constitutes plagiarism

and how to avoid it. Click this link to review the policy. Please do your own work.

Your mental health is important! If you require immediate support regarding a mental health crisis,

call Crisis Response at 346-8282 (24 hours/day). For non-crisis issues, please call Good To Talk at

1-866-925-5454. For additional community resources, please call 211.

Rubric. The following rubric will be used to assess your work in this course.

Quality of Work Percentage Range

Exceptional Work: Demonstrates exceptional comprehension, exceptional depth of inquiry and originality of thought, deep self-reflexivity, and exceptional critical and creative thinking. Always makes highly insightful and thought-provoking connections to contemporary and/or historical events and to ideas beyond the course. Writing or representation is of such quality that it is nearing readiness for publication in peer-reviewed academic journals.

90-100

Outstanding Work: Demonstrates outstanding comprehension and significant depth of inquiry. Consistently applies a very high level of critical scrutiny to texts and discussions and offers highly original and creative insights. Demonstrates outstanding self-reflexivity and critically evaluates one’s own thinking and learning processes. Consistently makes highly insightful and thought-provoking connections to contemporary and/or historical events and to ideas beyond the course. Consistently excellent writing/ representation.

85-89

Excellent Work: Demonstrates excellent comprehension and significant depth of inquiry. Consistently applies a high level of critical scrutiny to texts and discussions and offers original and often creative insights. Demonstrates a strong degree of personal engagement and critically evaluates one’s own thinking and learning processes. Consistently makes insightful connections to contemporary and/or historical events and to ideas beyond the course. Consistently excellent writing/representation.

80-84

Very Good Work: Demonstrates solid comprehension and very good depth of inquiry. Frequently applies a high level of critical scrutiny to course readings and discussions and offers thoughtful insights. Frequently makes insightful connections to contemporary and/or historical events and to ideas beyond the course Solid evidence of critical reflection, questioning, and creativity. Very good writing/representation.

77-79

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Satisfactory Work: Demonstrates solid comprehension of course readings and shows sufficient depth of inquiry. Regularly applies critical scrutiny to course readings and discussions and offers thoughtful insights. Regularly makes insightful connections to contemporary and/or historical events and to ideas beyond the course. Good evidence of critical reflection, questioning, and creativity. Good writing/representation.

74-76

Just Satisfactory Work: Demonstrates good comprehension of course readings and shows sufficient depth of inquiry. Applies sufficient critical scrutiny to course readings and discussions and offers some thoughtful insights. Occasionally makes insightful connections to contemporary and/or historical events and to ideas beyond the course. Good evidence of critical reflection, questioning, and creativity. Satisfactory writing/representation.

70-73

Unsatisfactory Work: Demonstrates spotty comprehension of course readings. Shows limited depth of inquiry. Applies minimal critical scrutiny to course readings and discussions. Articulates few original or critical insights. Makes basic connections to contemporary and/or historical events. Some evidence of going beyond the assigned readings. Some evidence of critical reflection and questioning. Writing/representation unclear or not at the level required for MEd-level work.

Below 70

Course Readings by Week

In order to ensure a diversity of perspectives, we will use readings and resources by different

authors. These are all available on our website. Many students report that printing out and marking

up readings aids their recall and reflection and ultimately deepens their understanding. However you

go about it, please make a significant investment in the readings in order to make the most of the

course. Please also note that because this course is largely discussion-based, it is ESSENTIAL that we

all read the articles/view the videos, and prepare responses by the beginning of each week.

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WEEK 1: JULY 3-6 (a short week)

ACTIVISM AND EDUCATION: EXPLORING THE LANDSCAPE

View 1. Jensen, D. & Brown, J. (2015). Forget shorter showers: Why personal change does not equal

political change [Video]. Retrieved from http://www.filmsforaction.org/watch/forget-shorter-showers/

Read

1. Ryan, J. (2016). Strategic activism, educational leadership and social justice. International Journal of Leadership in Education, 19(1), 87-100.

2. Entin, J., Ohmann, R., & O’Malley, S. (2013, Spring). Occupy and education: Introduction. Radical Teacher, 96, 1-5.

3. Angus, C. (2015). The bravery and the tragedy of Shannen Koostachin (excerpt from Children of the Broken Treaty). Regina, SK: University of Regina Press.

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4. Lowan-Trudeau, G. (2015). Teaching the tension: Indigenous land rights, activism and education in Canada. Retrieved from http://www.cea-ace.ca/education-canada/article/teaching-tension

Optional/Recommended

1. OPTIONAL. Niblett, B. (2017). Facilitating activist education. What works? Research into practice. Toronto, ON: Ontario Ministry of Education.

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WEEK 2: JULY 9-13

CHALLENGING SOCIAL HIERARCHIES THROUGH ACTIVISM

View

1. Houska, T. (2017). The Standing Rock resistance and our fight for Indigenous rights [Video]. Retrieved from https://www.ted.com/talks/tara_houska_the_standing_rock_resistance_and_our_fight_for_indigenous_rights

Read

1. Hill Collins, P. (2013, Winter). Truth telling and intellectual activism. Contexts, 37-39; 41.

2. Nishida, A., & Fine, M. (2014). Creating classrooms of and for activism at the intersections of class, race, gender and disability. Multicultural Perspectives, 16(1), 8-11.

3. Friedman, S. (1997). Rethinking globalization: A teacher struggles with encouraging direct student action. Rethinking Schools, 11(4). Retrieved from http://www.rethinkingschools.org/publication/rg/RGDisney.shtml

4. Gebresellassi, S. (2010). A perspective on higher education through the lens of a student activist. LEARNing Landscapes, 3(2), 37-42.

5. Suzuki , D. & Mayorga, E. (2014). Scholar-activism: A twice told tale. Multicultural Perspectives, 16(1), 16-20.

Optional/Recommended

1. OPTIONAL. Kazuo, R., & Perret, M. (2015). Occupy the syllabus. Retrieved from http://www.dailycal.org/2015/01/20/occupy-syllabus/

2. OPTIONAL: Niblett, B. & Oraa, C. (2014). The gay agenda in Ontario Catholic schools: Gay-straight alliances as activist education. In G. Walton (Ed.), The gay agenda: Claiming space, identity, and justice (pp. 53-69). New York, NY: Peter Lang.

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“ACTIVISM AND EDUCATION” PAPER

DUE SUNDAY, JULY 15.

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WEEK 3: JULY 16-20

EDUCATIONAL ACTIVISM: RADICALIZING LEARNING

View/Listen

1. Arse, A. (2014). Malala – Shot for going to school [Video]. Retrieved from Lakehead University’s KANOPY streaming service: http://lakeheadu.kanopystreaming.com

Read

1. Boesveld, S. (2014). Dalhousie social activism course has students hitting the streets in ‘active protest’ for credits. Retrieved from http://news.nationalpost.com/news/canada/dalhousie-social-activism-course-has-students-hit-the-streets-in-active-protest-for-credits

2. Chatterton, P. (2008). Demand the possible: Journeys in changing our world as a public activist-scholar. Antipode, 40(3), 421-427.

3. Cloues, R. (2014). Polar bears on Mission Street: 4th graders take on climate change. In B. Bigelow & T. Swinehart (Eds.), A people’s curriculum for the earth (pp. 157-160). Milwaulkee, WI: Rethinking Schools.

4. Campigotto, R. & Barrett, S. (2017). Creating space for teacher activism in environmental education: Pre-service teachers’ experiences. Canadian Journal of Environmental Education, 22, 42-57.

5. Torres-Harding et al. (2018). Children as agents of social and community change: Enhancing youth empowerment through participation in a school-based social activism project. Education, Citizenship and Social Justice, 13(1), 3-18.

Optional/Recommended

1. OPTIONAL. Crawford-Garrett, K., Perez, M., Sanchez, R., Short, A., & Tyson, K. (2015). Activism is good teaching: Reclaiming the profession. Rethinking Schools, 30(2), 1-4.

2. OPTIONAL. Piven, F. F. (2010). Reflections on scholarship and activism. Antipode, 42(4), 806-810.

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WEEK 4: JULY 23-27

ACTIVISM AND PUBLIC PEDAGOGY: BEYOND THE CLASSROOM

View/Listen

1. Hunter, E. (2013). Activism 2.0 - Rebirth of the environmental movement: Emily Hunter at TEDxUTSC [Video]. Retrieved from https://www.youtube.com/watch?v=KsB2qtDaiRw&list=PLGXKBxV1vYGy13mzK7rrIoyU2FwMXN9Ws

2. Films for Action (2015). 10 pieces of political graffiti you can recreate yourself. Films for Action. Retrieved from https://www.filmsforaction.org/articles/political-graffiti/

ACTIVIST LESSON PLAN OR

SPOTLIGHT ASSIGNMENT

DUE SUNDAY, JULY 29.

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3. Gorski, P. (2018). Songs about education reform. EdChange. Retrieved from http://www.edchange.org/multicultural/arts/education_songs.html

Read/View

1. Picower, B. (2013). Education should be free! Occupy the DOE! Teacher activists involved in the Occupy Wall Street movement. Critical Studies in Education, 54(1), 44-56.

2. Meerkat Media (2011). Occupy the DOE (Video to accompany Picower’s 2013 text) [Video]. Retrieved from https://youtu.be/YbmjMickJMA

3. Sandlin, J.A. (2007). Popular culture, cultural resistance, and anticonsumption activism: An exploration of culture jamming as critical adult education. New Directions for Adult and Continuing Education, 115, 73-82.

4. Barker, A. (2014). ‘A direct act of resurgence, a direct act of sovereignty’: Reflections on Idle No More, Indigenous activism, and Canadian settler colonialism. Globalizations, 12(1), 43-65.

5. Branagan, M. (2005). Environmental education, activism and the arts. Convergence, XXXVIII(4), 33-50.

Optional/Recommended

1. OPTIONAL: Linder, C., Myers, J., Riggle, C., & Lacy, M. (2016). From margins to mainstream: Social media as a tool for campus sexual violence activism. Journal of Diversity in Higher Education, 9(3), 231-244.

2. OPTIONAL. Decena et al. (2017). Not without us: Grassroots activists demonstrate at the United Nations’ climate talks (Video). Retrieved from Lakehead University’s KANOPY streaming service: http://lakeheadu.kanopystreaming.com

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WEEK 5: JULY 30-AUGUST 3

ACTIVISM IN EDUCATION: RISKS AND REWARDS

View

1. RT (2015). Fossil fuel industry slows down science research at universities: Student activist [Video]. Retrieved from https://www.youtube.com/watch?v=IEaun3uYjSo

2. Fossil Free Lakehead (2015). An open letter. Retrieved from http://fossilfreelakehead.ca/

3. Naison, M. (2013) The making of an education catastrophe: One activist’s journey of discovery: Mark Naison at TEDxCSSU [Video]. Retrieved from https://www.youtube.com/watch?v=IV2GbJVlC3I

Read

1. Hale, C. (2001). What is activist research? Social Science Research Council, 2(1-2), 13-15.

2. Flood, G., Martin, B., & Dreher, T. (2013). Combining academia and activism: Common obstacles and useful tools. Australian Universities’ Review, 55(1), 17-26.

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3. Cooley, R. (2001). Beyond pink and blue: Fourth graders get fired up about Pottery Barn’s gender stereotypes. In E. Marshall & Ö. Sensoy (Eds.), Rethinking popular culture and media (pp. 247-252). Milwaukee, MI: Rethinking Schools.

4. Whitehouse, H. (2014). Not greenies at the school: Investigating the discourses of environmental activism in regional Australia. Australian Journal of Environmental Education, 30(1), 106-111.

5. Hytten, K. (2014). Teaching as and for activism: Challenges and possibilities. Philosophy of Education, 385-394.

Optional/Recommended

1. OPTIONAL. Nygreen, K. (2006). Reproducing or challenging power in the questions we ask and the methods we use: A framework for activist research in urban education. The Urban Review, 38(1), 1-25.

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WEEK 6: AUGUST 6-10

AFFECT, EMOTIONS, AND EMBODIED ACTIVISM

View

1. Fusion (2017). Refugee uses ballet to create message of peace [Video]. Retrieved from https://www.youtube.com/watch?v=Vw-kZABueC4

2. CBC News (2016). Woodstock students hold walkout over youth suicides [Video]. Retrieved from https://www.youtube.com/watch?v=BqdNgOhEddM

3. Boudot, M. (2014). Send in the clowns: Humor as a weapon [Video]. Retrieved from Lakehead University’s KANOPY streaming service: http://lakeheadu.kanopystreaming.com

Read

1. Askins, K. (2009). ‘That’s just what I do’: Placing emotion in academic activism. Emotion, Space and Society, 2, 4-13.

2. Activist Trauma Support (n.d.). Sustainable activism and avoiding burnout. Retrieved from https://www.activist-trauma.net/assets/files/burnout_flyer_rightway.pdf

3. Fahs, B. (2016). A tale of three classrooms: Fat studies and its intellectual allies. In E. Cameron & C. Russell, The fat pedagogy reader: Challenging weight-based oppression through critical education (pp. 221-229). New York: Peter Lang.

4. Drew, L. (2014). Embodied learning processes in activism. The Canadian Journal for the Study of Adult Education, 27(1), 83-101.

5. Dixon, C. (2016). For the long haul: Building social justice movements with one eye on the past and the other on the future. Briarpatch. Retrieved from https://briarpatchmagazine.com/articles/view/for-the-long-haul

FINAL PAPER DUE TUESDAY, AUGUST 14.