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Articles 4441 - 4470 of 156955
Full-Text Articles in Entire DC Network
Toward More Just Futures: Abolitionist Pedagogy And Lived Experience In Criminology Courses, Curriculum And Degree Program, Simone Rowe, Michael Baker, Phillip Wadds, Ingrid Matthews, George (Kev) Dertadian, Andy Kaladelfos
Toward More Just Futures: Abolitionist Pedagogy And Lived Experience In Criminology Courses, Curriculum And Degree Program, Simone Rowe, Michael Baker, Phillip Wadds, Ingrid Matthews, George (Kev) Dertadian, Andy Kaladelfos
Feminist Pedagogy
This paper discusses the collaborative and ongoing interventions to the Bachelor of Criminology and Criminal Justice (BCCJ) programme taught on the unceded lands of the Bedegal people on which the University of New South Wales, Australia, is built. Abolitionist feminist positionalities (Davis et al., 2022, p. 2) are central in implementing transformative pedagogies that interrupt and dismantle mainstream criminological pedagogies and practices that cause and perpetuate carceral harms. Core to achieving these aims is our long commitment to working with and learning from those with lived experience of carceral systems and developing institutional systems that facilitate long-term support for this …
Centering “Ubuntu” To Build Research Confidence And Joyful Collaboration, Suyent Rodriguez Candeaux, Brandi Wells-Stone
Centering “Ubuntu” To Build Research Confidence And Joyful Collaboration, Suyent Rodriguez Candeaux, Brandi Wells-Stone
Feminist Pedagogy
As feminist scholar-practitioners who are committed to an abolitionist teaching praxis, we are embracing the concept of Ubuntu, “I am because you are,” to build Black students’ research confidence through joyful collaboration. This critical commentary draws on our autoethnographic accounts to discuss how centering decolonial, critical, and Black feminist frameworks shifted how we support students in co-constructing knowledge through a cohort based undergraduate research program. Our collaborative approach to pedagogy has built students’ research confidence through culturally centered practices that value diverse ways of knowing and student contribution. Love (2019) argues, “abolitionist teaching is not sustainable without joy” (p. 120). …
"Be Like Water": Practicing Abolition On The Ground, Katie R. Horowitz, Taryn Johnson
"Be Like Water": Practicing Abolition On The Ground, Katie R. Horowitz, Taryn Johnson
Feminist Pedagogy
This Social Justice Strategy asks students to immerse themselves in abolitionist waters by learning abolitionist perspectives, strategies, and practices from a local abolitionist, transformative justice, or mutual aid organization while providing them a service or fulfilling one or more of their needs. This is a self-paced, term-long project scaffolded by abolitionist histories and best practices for working in community. The instructor uses a student survey as a basis for forming groups and matching them up with local organizations, then students create plans for working together, including how to address conflict restoratively. Groups research their organizations and collaborate with them to …
Walking The Walk: Centering Praxis In Teaching Abolition, Mei-Ling N. Malone
Walking The Walk: Centering Praxis In Teaching Abolition, Mei-Ling N. Malone
Feminist Pedagogy
Teaching abolition in the university setting from a theoretical standpoint often leaves students feeling disconnected from its real-world implications and does not connect or empower students to join this work. Bettina Love argues that “too often we think the work of fighting oppression is just intellectual. The real work is personal, emotional, spiritual, and communal.” As an assistant professor of African American Studies and an abolitionist feminist, who centers praxis in my pedagogy, my involvement in abolition organizing on campus is the real work that Love asks of educators. I organize with a small group of students and professors to …
Strategies For Seeding Police Abolition In A Minefield, Kaden Paulson-Smith
Strategies For Seeding Police Abolition In A Minefield, Kaden Paulson-Smith
Feminist Pedagogy
A major challenge for abolitionist teaching is uprooting the assumption that carceral systems are natural and inevitable. This essay describes strategies for teaching about the colonial capitalist origins and white cisheteropatriarchal development of the police, and the critical theorization and abolition of policing, in a hyper-politicized minefield. These strategies emerged from teaching, “The Global Politics of Policing,” after the Summer of 2020 in the Midwest, where abolitionist critiques were frequently met with burning resentment. Three overarching strategies to facilitate learning about police abolition include: 1) consistent engagement with learning materials; 2) critical analysis as a learning objective and theoretical framework; …
Towards Abolitionist Media Studies, Beth Capper
Towards Abolitionist Media Studies, Beth Capper
Feminist Pedagogy
The reflections in this article are grounded in my experience teaching a graduate-level special topics course on media and abolition at the University of Alberta in 2023. In this article, I draw upon my experience teaching this course in order to offer a general framework for integrating abolitionist principles into the media studies classroom. In addition to tracing a critical genealogy of scholarly and activist efforts to delineate and intervene in the relations among prisons, policing and media, I propose two key abolitionist principles that challenge how we teach media studies: (1) an intentional centering of incarcerated/criminalized people and a …
Research For Structural Change: An Abolitionist Teaching Activity For Early-Career Scholars, Sophia Sarantakos, Shannon Sliva
Research For Structural Change: An Abolitionist Teaching Activity For Early-Career Scholars, Sophia Sarantakos, Shannon Sliva
Feminist Pedagogy
In recent years, social work practitioners, educators, and scholars have increasingly wrestled with the harmful history of the profession, and sought ways to align the field with the anti-oppressive principles it has long espoused. One expression of this struggle is a growing interest in prison-industrial complex (PIC) abolition, primarily among social work students and early career scholars, who are eager to study this critical theory of change and apply it to the various domains of social work practice and research (e.g., schools, family policing, healthcare, the legal system, and beyond). As social work educators and scholars whose work is centered …
Story Exchange Walls: Bridging Community And Carceral Spaces Through Writing, Tobi Jacobi, Braden Bomgaars
Story Exchange Walls: Bridging Community And Carceral Spaces Through Writing, Tobi Jacobi, Braden Bomgaars
Feminist Pedagogy
The “story exchange wall” activity that follows expands the scope and accessibility of stories that can contribute to building infrastructures grounded in abolition-minded practices of care and relationality. Story exchange walls are built upon the premise that: a) not all community voices are heard; b) there is value in pursuing understanding across discourse communities; and c) writing is an engaging method for encouraging dialogue on social issues and dismantling misconceptions about system-impacted people and their community commitments and contributions. Through a series of written and displayed dialogues, mobile story exchange walls offer a dynamic tool for engaging social issues and …
Star Wars: Andor – An Abolitionist Study Guide, Marcelo Garzo Montalvo, Isaac Ginsberg Miller
Star Wars: Andor – An Abolitionist Study Guide, Marcelo Garzo Montalvo, Isaac Ginsberg Miller
Feminist Pedagogy
This study guide provides a set of activities for teaching abolition through Season 1 of the speculative fiction TV series Star Wars: Andor (2022). Through the practice of critical literacy (viewing, reading, and analysis), we offer various ideas on how to engage Andor as a relevant pedagogical tool for studying and teaching abolitionist movement histories and methodologies. By guiding students through a critical analysis of this widely-circulated, mainstream cultural text, we seek to activate an abolitionist pedagogical lens that can be applied across various genres and media – making tangible connections between popular culture and political struggles writ large. These …
Restorative Justice Circles As Pedagogy: Enacting Abolitionist Values And Practices, Morgan Connor, Daniel Jasmine, Jerry Kennedy, Taylor Morganne' Price, Adrianna Provost, Nicole Rigoroso, Elizabeth L. Beck
Restorative Justice Circles As Pedagogy: Enacting Abolitionist Values And Practices, Morgan Connor, Daniel Jasmine, Jerry Kennedy, Taylor Morganne' Price, Adrianna Provost, Nicole Rigoroso, Elizabeth L. Beck
Feminist Pedagogy
This article shares the experiences of seven peers from a university course on Restorative Justice (RJ). The authors describe their use of Circle as a pedagogical tool that created a learning environment which eroded traditional hierarchy, promoted open communication and togetherness, and challenged carceral logic(s). Their course readings and discussions built opportunities for members of the class—each coming from different backgrounds and spaces of understanding—to grow and find ways to be in community that did not rely on shame and punishment. Though the authors ended their experience in different places of understanding and commitment to abolitionist principles, they felt a …
Reimagining Carceral Spaces – A Guerilla Tour Of Hm Prison Pentridge., Bree Carlton, Liam Gillespie
Reimagining Carceral Spaces – A Guerilla Tour Of Hm Prison Pentridge., Bree Carlton, Liam Gillespie
Feminist Pedagogy
In this paper, we reflect on our experience of running a Guerilla Walking Tour of the now decommissioned and repurposed HM Prison Pentridge. This original teaching activity, conducted with Master of Criminology students, was grounded in traditions of critical and radical pedagogy, which stem from the broad recognition that education can never be neutral or value free, but rather, that it is a political process through which students can become actively engaged in the worlds they are learning about so that they can critique and transform them. To this end, our walking tour was designed to encourage students to examine …
Being Radical Community: “Pleasure Activism” In Higher Education, Misty D. Saribal, Taisha Mcmickens Dr.
Being Radical Community: “Pleasure Activism” In Higher Education, Misty D. Saribal, Taisha Mcmickens Dr.
Feminist Pedagogy
This paper argues for the necessity of pleasure in abolitionist pedagogy as a condition for sustaining movements toward collective liberation. Grounded in abolition feminism and radical pedagogy, it introduces the “Pleasure Activism Lineage” (PAL) as a tool for cultivating campus movement communities through joy, care, and collective resistance. Drawing on adrienne maree brown’s framework of pleasure activism, the PAL assignment invites students and educators to trace transformative influences, reclaim subversive forms of joy, and build solidarities rooted in liberatory traditions. By centering pleasure as a site of resistance, this project disrupts the pitifully punitive logics and pessimistically professionalizing ethos of …
Decolonizing Monopoly: Intersectionality, Abolition, And Fun, Faith Deschamps, Caroline Mullins, Elizabeth Sumoza, Vanessa Hildebrand, Veda Hyunjin Kim
Decolonizing Monopoly: Intersectionality, Abolition, And Fun, Faith Deschamps, Caroline Mullins, Elizabeth Sumoza, Vanessa Hildebrand, Veda Hyunjin Kim
Feminist Pedagogy
“Abolitionist teaching is not sustainable without joy” (Love 2019: 120). We propose a joyful classroom activity that recreates the game “Monopoly” to bring to the forefront the lived experiences of people in late racial capitalism. This re-creation is an exercise in which undergraduate students rewrite both the characters to represent intersectional identities in the United States and the chance cards to represent the contemporary context. Students then play the game with these characters and end with a reflection on the lesson. In this way students are able to exercise prior course learning on identity, privilege, inequality, intersectionality, social stratification, organizing, …
Creating Abolitionist Classroom Environments And Three Abolitionist Learning Activities, Marina Bell
Creating Abolitionist Classroom Environments And Three Abolitionist Learning Activities, Marina Bell
Feminist Pedagogy
In this paper I describe some of the approaches I have developed over the past six years of abolitionist teaching in the classroom. I will focus on three activities for helping students grapple with abolitionist concepts, principles, and values experientially, with the goal of generating conversation about some of their most challenging aspects, and working through emotions around them. Specifically these exercises are: 1) Distinguishing between carceral and abolitionist reforms, 2) What do we do with “the dangerous people” and our feelings about them?, and 3) A mutual aid exercise in which I have students identify and choose together what …
Critical Prison Studies In Dialogue: Abolition-Feminist Pedagogy Within And Beyond The Classroom, Laura Ciolkowski
Critical Prison Studies In Dialogue: Abolition-Feminist Pedagogy Within And Beyond The Classroom, Laura Ciolkowski
Feminist Pedagogy
“Critical Prison Studies in Dialogue: Teaching and Learning” is a multi- week, undergraduate project that combines critical thinking, collaboration, and an analysis of the social relations and material logics of carceral systems in the U.S. It consists of a series of carefully scaffolded activities that create space for students to imagine a world in which incarceration is not the logical answer to the political and social problems that plague us. It also asks students to theorize, experience, and reflect on the process of abolition-feminist movement building on multiple scales within and outside the classroom.
Co-Creating An Encyclopedia Of Abolition As A Method Of Abolitionist Instruction And Community Engagement, Kristen Maziarka
Co-Creating An Encyclopedia Of Abolition As A Method Of Abolitionist Instruction And Community Engagement, Kristen Maziarka
Feminist Pedagogy
No abstract provided.
The Ethics Of “Educational” Prison Tours, Alessandra Milagros Early, Nicole Mckenna, Alison Colby, Lucas Alan Dietsche, Ashley Kilmer
The Ethics Of “Educational” Prison Tours, Alessandra Milagros Early, Nicole Mckenna, Alison Colby, Lucas Alan Dietsche, Ashley Kilmer
Feminist Pedagogy
Research examining undergraduate student attitudes toward corrections suggests that criminal justice majors hold more punitive sentiments in comparison to their peers in other fields (Mackey & Courtright, 2000). While taking criminal justice courses can shift attitudes (Farnworth et al.,1998; Lane, 1997), how classes are taught can impact student sentiments. Experiential learning, for example, expands learning beyond the classroom (Stacer et al., 2017). Although disciplines have embraced this method, incorporations in criminal justice curricula sometimes manifest as tours of active correctional institutions (Smith et al., 2009) which can be extractive and dehumanizing for people who are incarcerated (C. Agans, personal communication, …
Daring To Dream: Practicing Hope In A Discipline Dependent On Maintaining The Carceral Status Quo, Alessandra Milagros Early, Alison Colby, Ashley Kilmer, Lucas Alan Dietsche, Nicole Mckenna, Hayley Jackey
Daring To Dream: Practicing Hope In A Discipline Dependent On Maintaining The Carceral Status Quo, Alessandra Milagros Early, Alison Colby, Ashley Kilmer, Lucas Alan Dietsche, Nicole Mckenna, Hayley Jackey
Feminist Pedagogy
Abolitionist educators may grapple with the cognitive dissonance produced by ethical conflicts arising in their work within academic institutions with well-established ties to the Prison-Industrial Complex (PIC). This is especially likely for those within criminal justice departments whose mission and ideological underpinnings often clash with abolitionist principles. Teaching in classrooms outfitted with furniture produced through the labor of imprisoned people, instructing students who plan to work within the criminal legal system, and contributing to a curriculum that may support State violence and injustices are just a few examples of the tensions that abolitionists in Academia encounter. Additionally, we recognize that …
Critical Hope As A Discipline: Resisting Neoliberal Education And Teaching Toward Futurity, David H. Kahl Jr.
Critical Hope As A Discipline: Resisting Neoliberal Education And Teaching Toward Futurity, David H. Kahl Jr.
Feminist Pedagogy
The university was founded on the principles of critical thought and the critical examination of ideas. However, this vision has gradually eroded over time due to the permeation of neoliberal thought into the university’s walls. Since the last 1970s, hyper-capitalist ideologies have disrupted efforts to develop students into engaged citizens of the world who speak out against gendered, racial, sexual, economic and other forms of marginalization by propagating post-truth messages. Specifically, neoliberal entities produce messages that teach students that their role in life is not to build community and communal bonds among people. Rather, neoliberal entities produce post-truth messages that …
To My Fellow White Women, With Love..., Hailey N. Otis
To My Fellow White Women, With Love..., Hailey N. Otis
Feminist Pedagogy
No abstract provided.
From Margins To Center: Black Feminism And Radical Imagination In The Classroom, Jane Mahon, Amanda Pierson, Jovanna Walker
From Margins To Center: Black Feminism And Radical Imagination In The Classroom, Jane Mahon, Amanda Pierson, Jovanna Walker
Feminist Pedagogy
We center Black feminism and the radical imagination as necessary conditions of abolitionist pedagogy, and share our experiences of how the prominence of these epistemological frameworks fostered the co-construction of knowledge in a police and prison abolition course at one of the richest and whitest private educational institutions in the United States. Drawing on our experiences as abolitionists, activists, and scholars, we remain resolved that abolitionist epistemologies and pedagogies can and should be incorporated into traditional classroom settings to the benefit of all classroom members. Traditional postsecondary curriculums and the preeminence of official knowledge require the segregation and diminution of …
2022u_Sm12b_Approved_New-Emphasis_Bs-Biology-Evolution-Ecology-And-Organismal-Emphasis-Rev1, Undergraduate Curriculum Committee
2022u_Sm12b_Approved_New-Emphasis_Bs-Biology-Evolution-Ecology-And-Organismal-Emphasis-Rev1, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm12c_Approved_New-Emphasis_Bs-Biology-Evolution-Ecology-And-Organismal-Emphasis-Rev1, Undergraduate Curriculum Committee
2022u_Sm12c_Approved_New-Emphasis_Bs-Biology-Evolution-Ecology-And-Organismal-Emphasis-Rev1, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm12_Approved_New-Emphasis_Bs-Biology-Evolution-Ecology-And-Organismal-Emphasis-Rev2, Undergraduate Curriculum Committee
2022u_Sm12_Approved_New-Emphasis_Bs-Biology-Evolution-Ecology-And-Organismal-Emphasis-Rev2, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm12a_Approved_New-Emphasis_Bs-Biology-Evolution-Ecology-And-Organismal-Emphasis-Rev1, Undergraduate Curriculum Committee
2022u_Sm12a_Approved_New-Emphasis_Bs-Biology-Evolution-Ecology-And-Organismal-Emphasis-Rev1, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm11_Approved_Emphasis-Deletion_Bs-Biology-Biology-Emphasis, Undergraduate Curriculum Committee
2022u_Sm11_Approved_Emphasis-Deletion_Bs-Biology-Biology-Emphasis, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm10_Approved_Emphasis-Deletion_Bs-Biology-Botany-Emphasis, Undergraduate Curriculum Committee
2022u_Sm10_Approved_Emphasis-Deletion_Bs-Biology-Botany-Emphasis, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm09_Approved_Emphasis-Deletion_Bs-Biology-Zoology-Emphasis, Undergraduate Curriculum Committee
2022u_Sm09_Approved_Emphasis-Deletion_Bs-Biology-Zoology-Emphasis, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm07_Approved_Cm_Bio-4813-4823-Curation-Of-Collections-Nat-Hist-Collections-Research, Undergraduate Curriculum Committee
2022u_Sm07_Approved_Cm_Bio-4813-4823-Curation-Of-Collections-Nat-Hist-Collections-Research, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm08_Approved_Program-Deletion_Ba-Environmental-Studies, Undergraduate Curriculum Committee
2022u_Sm08_Approved_Program-Deletion_Ba-Environmental-Studies, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.