Disrupting Hierarchy in Education

Hakim Mohandas Amani Williams is the Daria L. and Eric J. Wallach Professor of Peace and Justice Studies and associate professor of Africana studies at Gettysburg College. Hana Huskić graduated from Gettysburg College with a BA in anthropology and lives and works in Sarajevo, Bosnia and Herzegovina. Christina M. Noto graduated from Gettysburg College with a BA in history and currently lives in Denver, CO.

Contents


Foreword: Decolonizing Hierarchy as a Revolutionary Act  Antonia Darder  xi


Acknowledgments  xiii


Introduction: Modeling Prefigurative Praxes: Disruption for Social Change Christina M. Noto, Hana Huski´c, and Hakim Mohandas Amani Williams  1


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  13

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  29

Krista Ambats and Matt Meyer


3.  Disrupting Hierarchies for New Landscapes of Learning by Action: Experiences and Reflections from a Climate Change Course  43

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  59

Grácia Lopes Lima, Mariana Casellato, and Milena Klinke


Part II: Institutionalizing Social Change: SKILLS AND PROGRAM DEVELOPMENT


5.  Education for Revolutionary Nonviolence: Enacting Decolonial Praxis  75

Hakim Mohandas Amani Williams, Christina M. Noto, and Daniel Jones


6.  From Transformative Pedagogy to Transforming Collegiate Spaces: Creating a Network for Multicultural Scholars  93

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  107

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  121

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  135

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  151

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  167

Nyna Amin and Laura Campbell


12.  Working Toward Trauma-Informed Praxis: Reflections on a Shared Learning Process  181

Juleus Ghunta and Ute Kelly


Editors’ Reflection: We Are the Ones We’ve Been Waiting For: Justice-Grounded Leadership Hana Huski´c, Christina M. Noto, and Hakim Mohandas Amani Williams  195


Afterword Monisha Bajaj  205


About the Editors and Contributors  209


Index  217