Disrupting Hierarchy in Education: Students and Teachers Collaborating for Social Change. Teaching for Social Justice Series

Overview & Synopsis

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 nonformal 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, antiracism education, trauma-informed pedagogy, wellness, and art curation. Book Features: (1) Real-world examples of teaching and learning for social justice in ways that disrupt traditional educational hierarchy; (2) Chapters co-written by diverse learning partners: educators (e.g. elementary school teachers and professors), undergraduate and graduate students, youth advocates, artists, curators, and founders and leaders of NGOs; (3) Projects that cover a wide terrain, including K-12 settings, university/college, wellness, arts, media, and popular education; (4) Examples from across the globe, including the United States, Brazil, South Africa, the United Kingdom, and Jamaica; and (5) Discussion questions and/or suggested activities at the end of each chapter. [Foreword written by Antonia Darder. Afterword written by Monisha Bajaj.]