{"id":176,"date":"2020-10-19T11:24:26","date_gmt":"2020-10-19T15:24:26","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2020-awerah\/?page_id=176"},"modified":"2020-12-24T21:26:11","modified_gmt":"2020-12-25T02:26:11","slug":"conceptual-framework","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2020-awerah\/conceptual-framework\/","title":{"rendered":"Conceptual Framework"},"content":{"rendered":"

To put these organizing efforts into perspective, I wanted to draw upon scholars of liberatory teaching who argue that grassroots organizing is necessary to effect real change\u2014particularly in low-income, urban communities. These authors underscore the power of community in the advancement of justice, and how members of all systems must take part in advocacy. I will introduce these scholars in this section, and then connect their works to the issue in my “Closing Thoughts and Potential Solutions” section.\u00a0<\/span><\/p>\n

Bettina Love<\/h1>\n

\"\"<\/p>\n

In her book titled \u201cWe Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom,\u201d Love discusses her concept of abolitionist teaching. As Bettina Love described, abolitionist teaching looks different in every school; however, it derives from a critical race lens and applies strategies like protest, boycotting, and calling out other problematic educators (racist, homophobic, xenophobic, etc.). <\/span><\/p>\n

She states: \u201cAbolitionist teaching stands in solidarity with parents and fellow teachers opposing standardized testing [and] English-only education\u201d (Love, 2019, p.12). <\/strong><\/span><\/p>\n

Keith E. Benson<\/h1>\n

\"\"<\/p>\n

In his article, \u201cWhere y\u2019all teachers at when we need you? Expectations of city public school teachers beyond the schoolhouse,\u201d Benson discusses the inherently political nature of teaching and how educators in urban schools need to stand in solidarity with the issues that impact their students. <\/span><\/p>\n

He writes, \u201cTeachers cannot simply advocate for change or combat social injustice from a podium or a computer, as actually doing activist work not only legitimizes what teachers preach in the classroom, but grounds and informs it\u201d (Benson, 2017, p. 16).<\/strong> <\/span><\/p>\n

Jane McAlevey<\/h1>\n

\"\"<\/p>\n

I wanted to also give voice to Jane McAlevey, a union organizer, scholar, author, and political commentator. <\/span>In one of her Youtube videos titled, \u201cBuilding the Power to Win,\u201d she details how social movements can ultimately \u201cwin,” and distinguishes mobilizing and organizing. McAlevey explains that most activist groups tend to mobilize and spend all of their time talking to people who already agree with them, instead of trying to persuade new people who have not been involved previously to get involved in the work\u2014although mobilizing is easier. <\/span><\/p>\n

She encourages people to talk to people who disagree with you because this will broaden the reach and help your movement expand.\u00a0<\/strong><\/p>\n

Sara McAlister & Keith Catone<\/h1>\n

\"\"\u00a0 \u00a0 \u00a0\"\"<\/p>\n

Lastly, I chose to incorporate concepts from authors Sara McAlister and Keith Catone. In their co-authored article, \u201cReal Parent Power: Relational Organizing for Sustainable School Reform,\u201d both authors discuss parents\u2019 fundamental role in community organizing.\u00a0<\/span><\/p>\n

Essentially, McAlister and Catone explain how movements can \u201cincrease their power and capacity for effecting lasting change for their education systems in ways they could not do independently\u201d through the incorporation of parents (McAlister and Catone, 2013).<\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

To put these organizing efforts into perspective, I wanted to draw upon scholars of liberatory teaching who argue that grassroots organizing is necessary to effect real change\u2014particularly in low-income, urban communities. These authors underscore the power of community in the advancement of justice, and how members of all systems must take part in advocacy. I […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-176","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2020-awerah\/wp-json\/wp\/v2\/pages\/176","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2020-awerah\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2020-awerah\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2020-awerah\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2020-awerah\/wp-json\/wp\/v2\/comments?post=176"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2020-awerah\/wp-json\/wp\/v2\/pages\/176\/revisions"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2020-awerah\/wp-json\/wp\/v2\/media?parent=176"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}