Education/Connection/Action: Community Literacies and Shared Knowledges as Creative Productions for Social Justice

This article highlights Education/Connection/Action (ECA), a locally developed community pedagogy deployed at a youth activism summer camp that served as a site for a community/academic teaching and research collaboration. Youth considered connections between a set of issues, including a local ban on Ethnic Studies, the School-to-Prison Pipeline, and Youth Sexuality, Health, and Rights. They drew from lived and learned literacies to inform participatory media projects that critically and creatively address restrictions on access to local knowledges and information with particular relevance to youth sexuality, health, and rights (broadly defined). In highlighting youth voices, desires, and needs across distinct youth communities, their collaborative productions demonstrate coalitional potential and a collective call for change

Transdisciplinary and Community Literacies: Shifting Discourses and Practices through New Paradigms of Public Scholarship and Action- Oriented Research

In 2010, we received a nationally competitive grant from the Ford Foundation to undertake cross-disciplinary, community-engaged work to shift public conversations around youth sexuality, health, and rights (YSHR). We came to the projects from our positions as a humanities scholar (Licona) and as a social science scholar (Russell). According to the Ford Foundation, “a deeper understanding of human sexuality is an essential element of human rights and healthy social relationships.” Beginning with this assumption, we seek to be informed by and to inform policies and local practices; to initiate broad conversations that address sexual health and healthy sexualities for youth; and ultimately to develop innovative collaborations, programs, and research

Borderlands Peregrinations

En este artículo se desarrolla una definición y se ofrece un uso de la retórica de las fronteras, borderlands rhetorics, en contex- tos académicos y no académicos. El enfoque se encuentra en el potencial del activismo transformativo, y de coalición inherente en retóricas/os de las fronteras. Zines, o revistas no comerciales y frecuentemente autopublicadas, representan los contextos no académicos en este ensayo. La autora re- cupera el potencial de las perspectivas teóri- cas de la frontera y las experiencias vividas. Borderlands rhetorics o retórica de las fronte- ras es la retórica de la resistencia, la coalición, la educación de la comunidad, el activismo, la imaginación y la representa- ción que se producen (y se reproducen) en lo que identifica la autora como contextos del tercer espacio. Para ella, éste tiene la misma epistemología que la retórica de las fronteras

Feminist Pedagogy: Looking Back to Move Forward

In addition to co-editing, David A. Sapp (CAS, English, Fairfield University) and Robbin Crabtree (CAS, Communication, Fairfield University) co-authored the introduction, The passion and the praxis of feminist pedagogy . Book Description: This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions. Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. To apply this philosophy in the classroom, the editors maintain that feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how who they are affects how they teach. In identifying the themes and tensions within the field and in questioning why feminist pedagogy is particularly challenging in some educational environments, these articles illustrate how and why feminist theory is practiced in all kinds of classrooms. In exploring feminist pedagogy in all its complexities, the contributors identify the practical applications of feminist theory in teaching practices, classroom dynamics, and student-teacher relationships. This volume will help readers develop theoretically grounded classroom practices informed by the advice and experience of fellow practitioners and feminist scholars. – Publisher descriptionhttps://digitalcommons.fairfield.edu/communications-books/1000/thumbnail.jp