From Settler Colonialism to Social Justice: Transforming US Schools through Guerrilla Pedagogy
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| Title: | From Settler Colonialism to Social Justice: Transforming US Schools through Guerrilla Pedagogy |
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| Language: | English |
| Authors: | Armen Alvarez, Mariela A. Rodriguez |
| Source: | Journal of Educational Supervision. 2024 7(2):1-14. |
| Availability: | University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Colonialism, Social Justice, Educational Change, Equal Education, Barriers, Change Strategies, United States History, Educational History, Transformative Learning, Power Structure, Individual Power, Disadvantaged, Authoritarianism, Social Discrimination, Cultural Isolation, Inclusion, Culturally Relevant Education, High Schools, Minority Serving Institutions, Hispanic American Students, Latin Americans, Learning Activities |
| Abstract: | This case examines the pressing need for systemic equity and social justice in educational structures in the society of the United States (US). The case critiques the inadequate responses to racial justice and highlights the challenges faced in enacting meaningful educational reform amidst declining patriotism and cultural schisms. Introducing guerrilla pedagogy as a theoretical framework, the case seeks to contextualize the importance of enfranchising educators and students to act as agents of change. By examining the historical roots of settler colonialism and its impact on education, the scholarly foundation leading to the case emphasizes the importance of acknowledging and addressing historical injustices to prevent their perpetuation. The transformative potential of guerrilla pedagogy is demonstrated in its ability to dismantle oppressive structures and foster a more just and inclusive educational system. Overall, this manuscript aims to provoke a comprehensive understanding of the relationship between guerrilla pedagogy and settler colonialism, offering strategic insights to challenge oppressive power dynamics in education as part of the ongoing development of a culturally responsive instructional supervision framework. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445668 |
| Database: | ERIC |
| Abstract: | This case examines the pressing need for systemic equity and social justice in educational structures in the society of the United States (US). The case critiques the inadequate responses to racial justice and highlights the challenges faced in enacting meaningful educational reform amidst declining patriotism and cultural schisms. Introducing guerrilla pedagogy as a theoretical framework, the case seeks to contextualize the importance of enfranchising educators and students to act as agents of change. By examining the historical roots of settler colonialism and its impact on education, the scholarly foundation leading to the case emphasizes the importance of acknowledging and addressing historical injustices to prevent their perpetuation. The transformative potential of guerrilla pedagogy is demonstrated in its ability to dismantle oppressive structures and foster a more just and inclusive educational system. Overall, this manuscript aims to provoke a comprehensive understanding of the relationship between guerrilla pedagogy and settler colonialism, offering strategic insights to challenge oppressive power dynamics in education as part of the ongoing development of a culturally responsive instructional supervision framework. |
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