Anarchist Pedagogies : Collective Actions, Theories, and Critical Reflections on Education

By Abraham P. DeLeon

Entry 6398


From: holdoffhunger [id: 1]


Untitled Anarchism Anarchist Pedagogies

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...professor in the social foundations at the University of Texas, San Antonio. My research interests include curriculum studies. cultural studies, utopian studies, French social theory, nonhuman animals, archival research, representation, space and place, anarchist theory, and critical pedagogy... (From:

...[one of] the most prominent academics studying anarchism bridges the gap between anarchist activism on the streets and anarchist theory in the academy. (From:

Researcher, writer, teacher. Social movements and the radical imagination. (From:

(1957 - )

Allan W. Antliff is an anarchist activist, art critic, author and founding member of the Toronto Anarchist Free School (now Anarchist U) who has written extensively on the topics of anarchism and art in North America since the 1980s. Since 2003 Antliff has held the Canada Research Chair in Art History at the University of Victoria, where he teaches undergraduate and graduate courses on modern and contemporary art. His research interests include dada, contemporary art, anarchist history and political theory, and his graduate seminars include "20th-Century Anarchism and Avant-Garde Art"; "New York Dada" and "American Modernism Between the Wars". In addition to teaching art history, Antliff co-edits the Alternative Press Review, serves as art editor for Anarchist Studies, edited the volume Only a Beginning: An Anarchist Anthology and has written two scholarly books; Anarchist Modernism: Art, Politics and the First American Avant-Garde and Art and Anarch... (From:

Anthony J. Nocella II, Ph.D., award-winning author and educator, is an Executive Director of the Institute for Critical Animal Studies, National Co-coordinator of Save the Kids, and co-founder and Editor of the Peace Studies Journal and Transformative Justice Journal. (From:


5 Chapters | 144,164 Words | 989,110 Characters

Introduction Robert H. Haworth As I sit to write this introduction I am reminded of a particular teaching experience I had almost a decade ago. During class, I was passing out the dreaded federal standardized test when one of my students who considered himself an anarcho-punk yelled out, “Hey … Mr. Haworth, you are a fucking sellout!” I couldn’t help but think about the two decades I had been involved in punk and hardcore, as well as the intense collective work many (including myself) had participated in throughout those years. How could I be a sellout? I stopped everything and asked him what it meant to be a “punk,” and how he identified and acted as an anarchist within the overwhelming fu... (From:
SECTION I. Anarchism & Education: Learning from Historical Experimentations DIALOGUE 1 (On a desert island, between friends) Alejandro de Acosta A: Even in the strangeness of our isolation, you want to discuss something you call anarchist pedagogy? Haven’t we been circling around this topic for some time now? Well, if I understand your expression, it is already underway. B: Yes, it has been underway for centuries. A: And yet, here in our isolation, we feel the need to talk it over again. What’s more, if I know you, you will want to narrate a myth of origin … B: Remember, always, that it is just that, a myth, a story. A: So maybe I am the one who is inclined to... (From:
SECTION II. Anarchist Pedagogies in the “Here and Now” DIALOGUE 2. (In a crowded place, between strangers) Alejandro de Acosta A: Do you, stranger, have the sense that what is foremost in your concerns is echoed in an experiment that is unfolding right now? An experiment in freedom? B: In this crowd, everyone speaks at once, stories cross, become confused. It is difficult to stay focused on you, stranger, let alone my own concerns. But, yes, it is as if I had heard a tale of origins, forgotten, then remembered. If we grasp this experiment from the story of its origin … A: … or any other story about it with sufficient curiosity … B: … if we accept the challenge... (From:
SECTION III. Philosophical Perspectives and Theoretical Frameworks DIALOGUE 3. (On a mountaintop, between two who are in fact one) Alejandro de Acosta A: See, there are movements. They issue calls, call out to each other, too. B: Yes, other self, and I hear, in their distant calls, discourses, stories. A: Look, somewhere someone finds or loses a self, as if one of us were to vanish to the other. B: Yes, and look, somewhere, a political act, one or more, unfolds, unfold. Already here, on this mountaintop, you and I, other self … A: I am not so sure. From up here all of this might come to seem strange, unlikely, incomprehensible. B: Fragile, at least. A: No homogenous spa (From:
[1] The author would like to extend his thanks all those who supported the writing and research of this essay: the friendly and helpful staff at the Northern Studies Resource Center at Lakehead University; Gary Kaunonen, who took the time to give a number of insightful comments and suggestions on an earlier draft, helping to greatly improve the rigor and quality of this work; and Harry Siitonen, who generously provided his personal lecture notes, a number of difficult-to-find sources on the Work People’s College, and his encyclopedic knowledge of the IWW and Finnish North American labor movements. Last, but not least, the author would like to thank the Twin Cities General Membership Branch of the IWW, and specifically, Jeff Pilacinski... (From:


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