Awakening Democracy through Public Work

Boyte, Harry C.; Ström, Marie-Louise; Tranvik, Isak; Moore, Tami L.; O’Connor, Susan; Patterson, Donna

doi:10.2307/j.ctv167595x

Cited by 11 publications

(3 citation statements)

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“…Students also rarely have the opportunity in any classes to discuss complex issues with their peers or learn how to manage potentially heated conversations about controversial topics 23 . Students also do not learn the skills for or dignity of public work, creative engagement with diverse others to address collective needs 24 . Finally, while the data are fairly grim across the board, low‐income students and students of color systematically receive even fewer, lower‐quality, and more disempowering civic learning opportunities.…”

Section: A Fraught Past Half‐century For Civic Educationmentioning

confidence: 99%

Can Our Schools Help Us Preserve Democracy? Special Challenges at a Time of Shifting Norms

Levinson¹,

Solomon²

2021

Hastings Center Report

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Civic education that prepares students for principled civic participation is vital to democracy. Schools face significant challenges, however, as they attempt to educate for democracy in a democracy in crisis. Parents, educators, and policy‐makers disagree about what America's civic future should look like, and hence about what schools should teach. Likewise, hyperpartisanship, mutual mistrust, and the breakdown of democratic norms are perverting the kinds of civic relationships and values that schools want to model and achieve. Nonetheless, there is strong evidence that young people want to be civically engaged and are hungry for more and better civic learning opportunities. Reviving the civic mission of schools is thus a win‐win‐win. Adults want it, youth want it, and democracy needs it. We propose three means by which educators and the public can reconstruct our common purpose and achieve civic innovation to help democracy in crisis: support action civics, strengthen youth leadership outside the classroom, and engage both students and adults with “hard history” and contemporary controversies.

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Section: A Fraught Past Half‐century For Civic Educationmentioning

confidence: 99%

Can Our Schools Help Us Preserve Democracy? Special Challenges at a Time of Shifting Norms

Levinson¹,

Solomon²

2021

Hastings Center Report

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“…SOTL in the South 6(2): August 2022 Berman sense of self and an extended view of time (Macy & Johnstone, 2012). Harry Boyte's book, Awakening Democracy through Public Work: Pedagogies of Empowerment builds on the principles of public work and citizen politics to shape public achievement through "active citizenship and an understanding of agency as freedom" (Boyte, 2018). While citing only two of many examples of the varied responses to Freire's (1992) fundamental principle of 'pedagogies of hope', a common thread that links social justice pedagogies is that they are grounded in lived experiences and interconnectedness.…”

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confidence: 99%

Beyond the Pandemic: Art-making lessons for SOTL in an unequal South African context

Berman

2022

Sotls

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This article aims to present an arts-based campaign as a strategy to glimpse into ‘the fault lines of inequality of access’ through the voices of art students and considers hope and imagination as strategies to engage with and move through the despair and trauma emerging out of the COVID-19 pandemic period. The Lockdown Collection (TLC), established at the start of the first hard lockdown in March 2020, is considered, a case study for the Scholarship of Teaching and Learning in the South (SOTL). It reveals greater understanding of ways that visual research pedagogies can develop collective strategies for the individual and community to flourish in the face of the pandemic. Such strategies include the capacities to listen to student voices and raise funds for vulnerable artists. Artists find resilience in their ability to make a difference through their own agency to remake and transform internal and external realities through their artwork and imagine different possibilities. The contention is that economic agency is and must be part of the strategy.

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“…My goal was to maintain some emphasis on fairy tales in German Romanticism and their afterlife throughout many eras of German cultural history, while adding new texts, analytic tasks, and creative activities that would emphasize a more diverse set of voices and empower students to use storytelling to meet challenges in their own lives. I use the term “empower” in a way related to that of Harry Boyte, who describes a contrast between a “politics of civic repair and civic empowerment” and a bipolar “'us against them,’ good‐versus‐evil framework” (Boyte, 2018, p. 10). While fairy tales might seem to reflect simple moral dichotomies, the dynamic process of storytelling – and students’ work to interpret this process – requires the difficult work of exploring “the illusory surfaces in all fairy tales” in order to understand “the challenging complexities of what lies beneath” (Tatar, 2017, p. xxiv).…”

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confidence: 99%

Decolonizing Folklore? Diversifying the Fairy Tale Curriculum

Peabody

2021

Die Unterrichtspraxis

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This article describes strategies that the author employed to make a general education course titled "Fairy Tales and Folklore" more diverse and inclusive. Students read primary texts and secondary articles as part of ongoing debates, then form their own arguments within the debate, thus coming to understand how fairy tales are embedded within open and ongoing critical discussions about contemporary culture. Further, students analyze a classic work of Native American literature that, like the Grimm Brothers' Kinder-und Hausmärchen, employs folklore within a project of cultural nationalism, but with very different implications due to systems of power and oppression that emerge at the intersection of folklore and colonization. Finally, students create new tales out of their own experiences. Through analysis of diverse texts, debate, and creative writing that emphasize the role of storytelling as resistance, the course described here takes first steps toward turning the fairy-tale classroom into a space of empowerment.

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Awakening Democracy through Public Work

Cited by 11 publications

References 0 publications

Can Our Schools Help Us Preserve Democracy? Special Challenges at a Time of Shifting Norms

Can Our Schools Help Us Preserve Democracy? Special Challenges at a Time of Shifting Norms

Beyond the Pandemic: Art-making lessons for SOTL in an unequal South African context

Decolonizing Folklore? Diversifying the Fairy Tale Curriculum

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