Teaching (is not) Activism

Fox, Nicholas Hengen

doi:10.5406/radicalteacher.94.0014

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…In an attempt to engage in a limited form of activism within institutional constraints, I, like others, have focused on "critical content" and "student-centred, dialogic process," drawing on the other two aspects to some extent (including this article's self-reflective subject matter) (e.g., Fox, 2012;Huish, 2013). This process is similar to and, for me, inspired by Paulo Freire's "conscientization," which is usually translated and understood as "critical consciousness" or "consciousness raising."…”

Section: Critical Pedagogymentioning

confidence: 99%

“…Whereas neither approach-teaching textual tactics (e.g., Fox, 2012) or street protest (e.g., Huish, 2013)-is a panacea to the present crisis of the university or democracy under neoliberalism, both offer ways of engaging students by drawing upon or teaching activism in the classroom, and in this way meet our responsibilities as both educators and active citizens. The increasing emphasis to teach "real world," job-ready skills is possibly more about pressuring professors "to avoid the political on campus" than concerns about graduate (un)employment (Huish, 2013, p. 365).…”

Section: Critical Pedagogymentioning

confidence: 99%

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“Engaging Class Struggles”: Preparing Students for the “Real World” by Teaching “Activist” Cultural Production in the Classroom

Pimlott

2017

Canadian Journal of Communication

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In this self-reflective essay, the author argues that communication studies offers opportunities for integrating activism with classroom content that is useful for teaching both academic knowledge and practical skills, while actively engaging students in subject matter that is of direct interest. Despite the deterioration of faculty working (and student learning) conditions, he argues that there is space for activist scholars to draw from their commitments and engage in forms of critical pedagogy that also meet student desires for professional skills. After offering an overview of his own teaching philosophy and background, he provides examples of content, assignments, and readings to illustrate how both critical thinking and writing skills are taught and student “disengagement” overcome.Dans cet article autoréflexif, l’auteur soutient que les études en communication offrent l’occasion d’intégrer l’activisme dans la salle de classe afin de transmettre à la fois un savoir académique et des aptitudes pratiques aux étudiants, tout en impliquant ceux-ci dans des sujets qui les concernent directement. Malgré la détérioration des conditions de travail pour le corps professoral (et celle des conditions d’apprentissage pour les étudiants), l’auteur soutient que les chercheurs activistes peuvent s’inspirer de leurs engagements sociaux afin d’entreprendre une pédagogie critique pouvant rencontrer les désirs des étudiants qui veulent développer leurs habiletés professionnelles. L’auteur décrit d’abord sa propre formation professionnelle et sa philosophie d’enseignement, après quoi il fournit des exemples de contenu, des sujets pour travaux étudiants et une liste de lecture afin de montrer comment on peut enseigner la pensée critique et l’écriture de manière à surmonter l’apathie de l’étudiant.

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Section: Critical Pedagogymentioning

confidence: 99%

Section: Critical Pedagogymentioning

confidence: 99%

“Engaging Class Struggles”: Preparing Students for the “Real World” by Teaching “Activist” Cultural Production in the Classroom

Pimlott

2017

Canadian Journal of Communication

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“…He writes "by using the classroom to plant the seeds of political action in the wider world, I will have not just taught students about politics, but empowered them in the practice of politics." 11 In this vision of activism, classroom spaces help to change consciousness and cultivate habits, both necessary for any work toward social justice.…”

Section: What Does It Mean To Claim Teaching As Activism?mentioning

confidence: 99%

Teaching as and for Activism: Challenges and Possibilities

Hytten

2014

pesf

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“…While research is a key arena in which sex work academics can lobby for social change, some interviewees framed teaching as an equally valuable avenue for social change and activism. The notion that teaching can be a form of consciousness-raising and transformative practice is well documented in the literature (Fox, 2012; Fahs, 2012; Rouhani, 2012; Stricker, 2020). That said, some interviewees saw the classroom as a place where they should withhold (to some extent) their activist and political views and identities when delivering lectures and seminars on the contentious politics of sex work; letting students draw conclusions from the evidence presented to them.…”

Section: Introductionmentioning

confidence: 99%

‘Maybe I’m a quiet activist’: Sex work scholars and negotiations of ‘minor’ academic-activism

et al. 2022

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With the intensification of calls for social ‘impact’ from research, there is renewed emphasis on academic-activism as a means to realize social change. But what ‘counts’ as activism in these visions of academic-activist impact? Drawing on interviews with sex work scholars in the United Kingdom and Aotearoa New Zealand, we examine the borders – and the disruption of borders – between ‘traditional’ forms of activism and a wider array of more ‘minor’ practices frequently perceived as too ‘ordinary’ to claim that label. In doing this, we explore quiet, implicit and everyday forms of activism, arguing that activism is embodied, frequently undertaken by those who do not self-identify as activists, and sits ambivalently within broader institutional drives for research-based ‘impact’.

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Teaching (is not) Activism

Cited by 6 publications

References 2 publications

“Engaging Class Struggles”: Preparing Students for the “Real World” by Teaching “Activist” Cultural Production in the Classroom

“Engaging Class Struggles”: Preparing Students for the “Real World” by Teaching “Activist” Cultural Production in the Classroom

Teaching as and for Activism: Challenges and Possibilities

‘Maybe I’m a quiet activist’: Sex work scholars and negotiations of ‘minor’ academic-activism

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