Materials and Resources
The Consortium for Social Movements and Education Research and Practice put together this large collection of materials and resources addressing social movements and education. These materials are divided into three categories:
- Theoretical perspectives on social movements and education.
- Popular education, adult education, and social movement learning.
- Social movements within, through, and for public education.
The collection contains materials from authors across the globe, with key Consortium research highlighted with the ‘Our Research’ tag. Educators, students, and community members are invited to browse this collection to learn more about social movements, their history, and the broader impact they have had on people and society. If there is an additional resources that you want added to this collection, please email the Consortium team at csmerp@psu.edu.
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This article explores organisational infrastructure in the movement for safe schools during the COVID-19 pandemic. Drawing on several qualitative studies of educator organising during the pandemic, this article shows that educators across the United States have organised through a range of social movement organisations, including national grassroots networks, regional grassroots networks, unions, social justice caucuses, and building-based committees. Through these organisations, they have advanced demands for more equitable public health and education policies, including safety mitigations and wraparound services1 for students. Building on the literature on social justice unionism, contentious co-governance, and social movement organisations, this article finds that the diverse array of organisational structures and strategies within the movement enabled educators to advance their demands and build power.
Theories of radical or critical pedagogy have emphasized the importance of relating educational work to broader social movements although this has not been developed in detail. The recent history of community publishing and worker writing workshops in Britain helps to illuminate how these ideas have been adapted in a number of informal settings. Using archive materials, interviews with activists and my personal experience I explore some dilemmas and tensions within the idea of radical pedagogy. In particular, attempts to reconfigure relations between writers/students and organizers/tutors, as well as the role of personal experience, are examined in relation to both organizational and wider societal relations. These interventions faced many challenges but were not completely undermined.
This article explores how the Base Nacional Comum Curricular (National Learning Standards), entered the policy debate in Brazil and became the most important reform initiative of the Ministry of Education between 2015 and 2017. We argue that this accelerated policy process was contingent upon the practice of philanthropizing consent: foundations’ use of material resources, knowledge production, media power, and informal and formal networks to garner the consent of multiple social and institutional actors to support a public policy. In other words, these foundations do not impose policies on governments; rather, they ‘render technical’ high-stakes political debates on pressing issues of educational equity and then influence state officials’ consensus about which policies to adopt. We argue that this philanthropic influence is not simply a neoliberal, profit-maximizing scheme; rather, it is an attempt by foundation and corporate leaders to garner power and influence on different scales, and re-make public education in their own image. Although this educational policy game is in many ways participatory and widely accepted, foundations are only able to play this role due to their tremendous economic power, a direct product of the unequal global political economy, and the systematic defunding of the public sphere.