Fostering regimes of truth: understanding and reflecting on the Freedom School way

Who will remember?: Racial identity and civil rights literature for Black children at Freedom School

“…Participants in the CDF Freedom Schools program, often referred to as scholars, engage with other children their age where they learn how to make a difference. A growing body of scholarship has documented many aspects of the CDF Freedom Schools program such as the philosophies and practices (Smith, 2010) as well as the ways in which the CDF Freedom Schools serve as a tool for teacher development (Jackson, 2009, 2011) and expand students’ knowledge of history and culture through geoliteracy (Kazembe et al, 2021).…”

Transfer of Instructional Practices from Freedom Schools to the Classroom

“…During this discussion, the SLI has scholars take a critical look at the characters analyzing their actions and relating them to their daily lives. Additionally, scholars reflect on the rights and power in which the characters possess (Smith, 2010). The IRC study lends the SLI as a facilitator who is fully involved in the learning process.…”

Counter hegemony in post-compulsory art and design and gallery education, through Sartre and Foucault

“…Sam stated his belief in unconditional freedom of speech, and Julia's concern for the free voice of Youth Art participants presents an element of risk (Ball 2016;Peters, 2003) which relates to Foucauldian parrhesia, since 'The parrhesiaste is always less powerful than the one with whom he speaks' (Foucault, 2001, p.18). In The Gallery the discourses which function as a regime of 'the truth' (Foucault 1980, p.131;Smith 2010) are not concerned with the reflections cast by Ofsted inspectors or the exam boards as with formal education, but they do seek to maintain the cultural balance of power, the 'status-quo'. The Gallery's rituals of regulation impress on the self -practitioner and young person, the image of the marketable face of the institution.…”