A Dis-Ability Perspective on the Stigmatization of Dissent: Critical Pedagogy, Critical Criminology, and Critical Animal Studies

This intersectional and interdisciplinary social science qualitative dissertation in six chapters is grounded in critical research and theory for the purpose of engaged public service. This project is grounded in three formal disciplines: education, criminology, and peace and conflict studies. Within those three disciplines, this project interweaves newly emerging fields of study together, including critical animal studies, eco-ability, disability studies, environmental justice, transformative justice, green criminology, anarchist studies, and critical criminology, This dissertation adopts three qualitative methodologies; autoethnography, case study, and critical pedagogy. My project uses the animal advocacy movement as its case study. Using a critical pedagogy methodology, I explored why and how activists respond to the stigmatization of being labeled as or associated with terrorists, a process I refer to as terrorization. Chapter One is an introduction to global ecological conditions and post-September 11, 2001 US political repressive conditions toward environmental and animal advocates. Chapter Two introduces the three methodologies that employed for this research project: autoethnography, case study, and critical pedagogy. Chapter Three argues that stigmatization is a form of repression grounded from personal experiences and examined by means of autoethnography disability studies, and critical criminology. Chapter Four, introduces the case study of this dissertation: critical animal studies, which is influenced by green criminology and anarchist studies. In Chapter Five, through a critical pedagogical methodology, fourteen participants engage in a dialogue on responding to political repression. Finally, in Chapter Six, two new concepts are introduced to interweave all the fields of study and topics in the dissertation together--eco-ability, a theory rooted in disability studies, critical animal studies, and ecology, and transformative justice, a restorative, liberatory, and empowering alternative justice system

Old School, New School, No School: Hip Hop’s Dismantling of School and Prison Industrial Complexes

This article, rooted in hip hop studies and pedagogy, critically examines the representation of formal traditional schooling, teaching and educating in hip hop, arguing that through research of rap lyrics, the message is evident that schools, teachers, and the educational system oppress today’s urban youth and maintain the school-to-prison pipeline. Instead of educationally stimulating oppressed youth in urban communities, the system medicates or expels them from school, leading these children and teens to engage in street hustling that often ends in death or imprisonment. This flawed system disserves poor youth of color, making hip hop music one of the only forms of expression for the voices of this marginalized population. Hip hop, a Black urban identity culture in the U.S., started in the 1970s to lyrically articulate the experience of oppression and liberation. Hip hop’s philosophy was and is simple: to collaboratively and creatively make something from very little. Through the lyrics of Biggie Smalls, Tupac Shakur, Nas, Public Enemy, KRS-One, and other rappers emerges an argument in support of massive educational transformation of schools by administrators and teachers to address racism, classism, sexism, and homophobia. The rising field of critical urban education challenges educators to address systematic causes of oppression and no longer rely on reformist co-opted pedagogical methods such as using hip hop in the classroom, giving students free computers, and providing intermittent multicultural education workshops. With hip hop lyrics as a research foundation, this article demands a school system rooted in fun, stimulation, critical thinking, and collaborative, not competitive, approaches to learning. This new system should be organized and owned by the community and for the community, negating the need for outsiders who may unwittingly dictate and promote racist, sexist, homophobic and classist educational standards

Revolutionary Peacemaking: Using a Critical Pedagogy Approach for Peacemaking with Terrorists

The current global political atmosphere is steeped in fear of, and intense rhetoric about, political violence and terrorism. Amidst this turbulent environment, it is clear that scholars and practitioners need to get beyond the manufactured fear and the hysterical rhetoric, peddled by what we call the corporate-state-military-media complex (or simply, the power complex ), and instead seek a deeper understanding of political groups that defend or deploy the tactics of economic sabotage (property destruction) or armed struggle in order to change repressive and violent social structures (Best and Nocella 2004; Best and Nocella 2006). Such understanding is important to slow down and reverse the current trend among legislative and policy-making bodies and political leaders who increasingly marginalize, demonize, and exclude radical opposition groups from arenas of debate

The corporate university: An e-interview with Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti

Since the neo-liberal turn, corporate investment in universities has accelerated as the withdrawal of government funding, among other factors, has further exposed universities to market forces. While this process offers numerous benefits for corporations and wealthy individuals, it has been mostly detrimental for students, educators, and the public at large. In this interview, international scholars Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti broadly explain why corporations have been aggressively investing in universities. They address the numerous ways that corporate involvement in university activity negatively impacts academic freedom, research outcomes, and the practice of democracy. The interview ends on a hopeful note by presenting examples of resistance against corporate influence. Their analyses focus primarily on the United States, United Kingdom, and Canada

The Corporate University: An E-interview with Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti

Since the neo-liberal turn, corporate investment in universities has accelerated as the withdrawal of government funding, among other factors, has further exposed universities to market forces. While this process offers numerous benefits for corporations and wealthy individuals, it has been mostly detrimental for students, educators, and the public at large. In this interview, international scholars Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti broadly explain why corporations have been aggressively investing in universities. They address the numerous ways that corporate involvement in university activity negatively impacts academic freedom, research outcomes, and the practice of democracy. The interview ends on a hopeful note by presenting examples of resistance against corporate influence. Their analyses focus primarily on the United States, United Kingdom, and Canada

Values, attributes and practices of dance artists in inclusive dance talent development contexts

There is a paucity of research focused on understanding the qualities which underpin dance artists’ practice in working with talented young dancers with disabilities. This study investigated what informs how dance artists work in inclusive dance talent development contexts. Four dance class observations were conducted to provide evidence of dance artists’ qualities in practice. Six dance artists participated in semi-structured interviews. Thematic data analysis revealed four categories: the dance persona; values; attributes; and practices of dance artists. The dance persona was typified by characteristics such as being human, humility, altruism, and confidence. Artists’ values and attributes included celebrating difference, aspiring towards equality and relationality. Their practices were exemplified by varied differentiation strategies and an emphasis on reflection. These findings provide new insight into what drives artists working with dancers with and without disabilities, and aids better understanding of best practice in this context

Policing the Campus: Academic Repression, Surveillance, and the Occupy Movement

With the rise of the corporate university and the academic industrial complex, colleges and universities throughout the United States are becoming monitored, armed, gated, and contracted out in the name of security. Policing the Campus is a collection of essays by activist academics and campus organizers from a variety of fields and movements. The book fully explores how higher education has entered a state of academic repression. In this new Occupy Wall Street era, higher education mirrors the problems that plague urban schools in poor communities, including metal detectors, random locker searches, drug-sniffing police dogs, in-class arrests, and security guards at every major entrance. Policing the Campus is a wake-up call to protect higher education as a bastion of free thought, strategy, and challenge for the 99%, and not preserve it as the privilege of the elite 1%.https://scholarworks.boisestate.edu/fac_books/1410/thumbnail.jp

Greening the AcademyEcopedagogy Through the Liberal Arts /

XXVIII, 226 p.online resource

You danced your way into my heart : (now I'm in love with you).

Gift of Dr. Mary Jane Esplen.Piano vocal ukulele [instrumentation]Popular song [form/genre]Heart, man, woman dancing [illustration]Rickert [engraver