INSURGENT PEDAGOGIES & THE PURSUIT OF DANGEROUS CITIZENSHIP
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1 INSURGENT PEDAGOGIES & THE PURSUIT OF DANGEROUS CITIZENSHIP E. WAYNE ROSS UNIVERSITY OF BRITISH COLUMBIA VANCOUVER, BC CANADA Mary Hepburn Lecture University of Georgia October 16, 2014
2 NORTH SPRINGS SPARTANS VS RIVERWOOD RAIDERS (1981)
3
4 CONCLUSION Dangerous citizenship requires a praxis-inspired mindset of opposition and resistance, an acceptance of strategic and tactical stances. The implication is that dangerous citizenship is dangerous to an oppressive and socially unjust status quo and to existing hierarchical structures of power. Practicing dangerous citizenship requires people, individually and collectively, to take actions that bring with them certain risks; actions that transcend traditional maneuvers such as voting and signing petitions, etc.
5 DANGEROUS CITIZENSHIP A radical critique of schooling as social control and a collection of strategies used to disrupt and resist the conforming, anti-democratic, anticollective, and oppressive potentialities of society and schooling. Political (non)participation Critical awareness conscientization (Freire); class consciousness (Marx) Intentional action behaviors designed to instigate human connection, the true engagement with everyday life, meaningful experience, communication, and change.
6 A critique is not a matter of saying that things are not right as they are
7 PREMISE #1 Capitalism is incompatible with democracy Contradiction between the ideals of democracy and what capitalist democracy actually delivers (for example, spectator democracy) Conflation of capitalism with democracy
8 CAPITALISM & DEMOCRACY Corporate state Attacks on civil liberties & free press Rise of racism & (re)segregation Promotion of the fear of sexuality Government and corporate attacks on wages of workers Intensification of imperialist wars Promotion of nationalism (unity of all classes) Teaching the lie that someone else should interpret reality and act for us, when no one is going to save us but us Increased mysticism Incessant attacks on radicals
9 CAPITALISM & DEMOCRACY FUNCTION OF CAPITALIST STATE S DEMOCRACY Guarantee accumulation of capital Preserve & temper class rule Raise money to fund state Regulate labor Facilitate commerce Ensure buying power Subsidize private corporations Sanction corporate self-regulation Advance global interests of corporations
10 CAPITALISM & DEMOCRACY Democracy does not dominate capital Democracy submits to capital. Capitalist democracy atomizes citizens to individuals asking capital s favorite question: What about Me?
11 PREMISE #2 Teachers and curriculum have been subject to ever intensifying policy regimes that attack academic freedom and discourage critical social analysis Neoliberal education reform (#GERM) Marketization/privatization of education Human capital policies for teachers Regulation of what people know and how they come to know it
12 CAPITALIST SCHOOLING The Regan-Bush-Clinton-Bush-Obama education agenda: Regulation of what people know and how they come to know it The regimentation of curricula (phonics, the eradication of history and academic freedom) Racist and anti-working class high stakes examinations The deepening militarization of schooling
13 CAPITALIST SCHOOLING Primary role of capitalist schooling: social control Winning children of poor & working classes to be loyal, obedient, dutiful, and useful, to the ruling classes under a variety of lies: We are all in this together; This is a multicultural society; Democracy trumps inequality, we all can be President / Prime Minister, etc.
14 Citizenship implies freedom Citizenship is not obtained by chance: It is a construction that, never finished, demands we fight for it.
15 SOCIAL CONTROL & CITIZENSHIP EDUCATION John Dewey: all societies use education as means of social control (Democracy and Education, 1916) Paul Taylor: We must decide what ought to be the case. We cannot discover what ought to be the case by investigating what is the case (Normative Discourse, 1961) Social reconstructionists in U.S. (circa 1930s) argued teachers should work toward social change by teaching democratic principles, collectively responsibilities and social and economic justice (e.g., Counts, Rugg)
16 SOCIAL CONTROL & CITIZENSHIP EDUCATION Arizona: Mexican American Studies (all ethnic studies) in schools declared illegal by state government. Texas: 2010 revision of state curriculum standards judged by historians as undermining the study of social sciences in schools by misrepresenting and distorting the historical record of US society (e.g., stressing superiority of capitalism, questioning secular state, presenting conservative philosophies in more positive light). Jefferson County, Colorado (2014) school board attack on history curriculum. Prince Rupert, BC school board attack on political messages in school.
17 2(B) OR NOT 2(B) BC TEACHERS BANNED FROM WEARING THIS T-SHIRT IN SCHOOL
18 CURRICULUM REVIEW GUIDELINES JEFFERSON COUNTY (COLORADO) SCHOOLS (2014)
19 PREMISE #3
20 PREMISE #4 We need new pedagogical imaginaries for teaching because traditional conceptions of democratic citizenship are bankrupt, perverted by capitalism s triumph over the interests of the public(s). Post-left, insurrectionist anarchism and politically inspired performance artists who aim to creatively disrupt everyday life offer models for creative pedagogies of resistance.
21 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES de Certeau s la perruque (trans: wig) the diversionary practice of using employer s resources for personal use. The workers own work disguised as work for the employer. It differs from pilfering in that nothing of value is stolen The worker who indulges in la perruque diverts time from the factory for work that is free, creative, and precisely not directed toward profit. (The Practice of Everyday Life, 1984)
22 Mr. Hand and Jeff Spicolli hint at the concept of la perruque in Fast Times at Ridgemont High (1982) fwphe0
23 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES The Yes Men: Culture jammers impersonating corporate criminals to publicly humiliate them and give journalists excuses to cover important issues. Yes Lab:
24 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Temporary Autonomous Zone (Hakim Bey): An alternative to traditional models of revolution. T.A.Z. doesn t wait for revolutionary moment, it is an uprising that creates free, ephemeral enclaves of autonomy in the here-and-now, avoiding direct confrontation with the state.
25 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Calculate your Flesh Worth using this handy form, from subrosa s International Markets of Flesh
26 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Surveillance Camera Players
27 DÉRIVE (DEBORD/SI) Dérive, literally drifting, implies mode of experimental behavior linked to the conditions of urban society. SI psychogeography referred to the study of the effects of the geographical environment on the emotions and behavior of individuals. In a dérive one or more persons drop their usual motives for movement and action and let themselves be drawn by the attractions of the terrain and the encounters they find there.
28 DÉRIVE JASMINE REVOLUTION (BEIJING, 2/20/2011)
29 DÉTOURNEMENT (DEBORD/SI) Détournement involves capturing various spectacular images and turning them around in a new presentation to subvert the authority of the sign and the significations it sets in order. In other words, détournement is a variation on a previous media work, in which the newly created one has a meaning that is antagonistic or antithetical to the original.
30 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Détournement example
31 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Détournement example
32 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Détournement example
33 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Détournement example
34 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Détournement example
35 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Détournement example
36 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES Détournement example
37 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES
38 CREATIVE DISRUPTION OF EVERYDAY LIFE: PEDAGOGICAL POSSIBILITIES
39
40 TO BE HOPEFUL IN BAD TIMES IS NOT JUST FOOLISHLY ROMANTIC To be hopeful in bad times is not just foolishly romantic. It is based on the fact that human history is a history not only of cruelty, but also of compassion, sacrifice, courage, kindness... And if we do act, in however small a way, we don't have to wait for some grand utopian future. The future is an infinite succession of presents, and to live now as we think human beings should live, in defiance of all that is bad around us, is itself a marvelous victory." Howard Zinn
41 REFERENCES Ross, E. W., & Vinson, K. D. (2014). Resisting neoliberal education reforms: Insurrectionist pedagogies and the pursuit of dangerous citizenship. Cultural Logic, 2013, Gibson, R., & Ross, E. W. (2014). Education and empire. In P. R. Carr & B. J. Porfilio (Eds.), The phenomenon of Obama and the agenda for education: Can hope (still) audaciously trump neoliberalism? (2 nd Ed., pp ). Charlotte, NC: Information Age Publishers. Vinson, K. D., & Ross, E. W. (2003). Image and education: Teaching in the face of the new disciplinarity. New York: Peter Lang. Sources To Explore Boyd, A., & Mitchell, D. O, (2012). Beautiful trouble: A toolbox for revolution. New York: OR Books. Thompson, N., Noordeman, A., & Massachusetts Museum of Contemporary Art. (20014). Interventionists: Users manual for the creative disruption of everyday life. North Adams, MA: MASS MoCa.
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