Category Archives: Highlander Research and Education Center

Septima Clark and the Citizenship Schools: Resources for the Podcast

 

http://www.highlandercenter.org/

Frank Adams with Myles Horton, Seeds of Fire: The Idea of Highlander (Blair, 1975).

Katherine Charron, Freedom’s Teacher: The Life of Septima Clark (UNC Press, 2009).

Septima Poinsette Clark and Cynthia Stokes Brown, Ready from Within: A First Person Narrative (Red Sea Press, 1990).

John M. Glen, Highlander: No Ordinary School (University of Tennessee Press, 1996).

Faith S. Holsaert, et al., eds., Hands on the Freedom Plow: Personal Accounts by Women in SNCC (University of Illinois Press, 2012).

Patrisse-Khan-Cullors and Asha Bandele, When They Call You a Terrorist: A Black Lives Matter Memoir (St. Martins Press, 2018).

Grace Jordan McFadden, “Septima P. Clark and the Struggle for Human Rights.” Women in the Civil Rights Movement: Trailblazers and Torchbearers 1941-1965. Ed. Vicki L. Crawford, Jacqueline Anne Rouse, and Barbara Woods. Bloomington: Indiana University Press (1993), pp. 85–97.

Lynne Olson, Freedom’s Daughters: The Unsung Heroines of the Civil Rights Movement from 1830-1970 (Scribner, 2012).

Barbara Ransby, Ella Baker and the Black Freedom Movement: A Radical Democratic Vision (UNC Press, 2005).

Sweet Honey in the Rock: http://sweethoneyintherock.org/

Keeanga-Yamahtta Taylor, ed., How We Get Free: Black Feminism and the Combahee River Collective (Haymarket Books, 2017).

Catching the Spirit of Septima: Highlander Center update podcast (2-18-18) with Allyn Maxfield-Steele on the New Septima Clark Learning Center

Rev. Allyn Maxfield-Steele was in Atlanta and I met with him to learn about the plans for the new Septima Clark Learning Center that will be built at the Highlander Research Center in New Market, TN, where he works as co-director with Ash-Lee Woodward Henderson.

Septima Poinsette Clark (1898-1987) was an educator and civil rights activist, and served as director of workshops and the Citizenship Schools Program at Highlander. In 1961 the citizenship schools moved over to the SCLS and Septima became its director of education and teaching. Septima’s cousin, Bernice Robinson, attended a Highlander workshop in 1955 with Esau Jenkins and helped to start citizenship schools in Septima’s hometown of Charleston. Septima’s teaching philosophy was to teach people to teach other people, which forms the heart of popular education pedagogy at Highlander. The new learning center will honor her legacy by providing space, materials, and spirit for movement builders into the future.

Opening theme music is by Aviva and the Flying Penguins and performed by Aviva and Lance Erik Haugan. Music for the ending credits is “Rise Up” by Audra Day, performed by Agnes Scott College student Victoria Martin of the Joyful Noise Gospel Choir and accompanied by Dr. Nathan H. Grigsby, James T. and Ella Rather Kirk Artist Affiliate and Director of Joyful Noise, at the occasion of the Teach-In for Economic Justice at Agnes Scott on Feb. 16, 2018.

This interview took place at East Pole Coffee in Atlanta, GA: http://eastpole.coffee/

Chris Crass Podcast Part 2

In Part Two of our conversation Chris Crass talks about what activist/popular education and movement building mean for higher education. Chris is a co-founder of the Catalyst Project: Anti-Racism for Collective Liberation (https://collectiveliberation.org/) that offers political education and organizing support. He also discusses his commitment to dismantling patriarchy and misogyny (see his essay: http://thefeministwire.com/2013/06/against-patriarchy-tools-for-men-to-further-feminist-revolution/). Systemic change brings personal transformation. In these times of attacks on equity and racial justice, Chris discusses how to find hope in resilience and resistance. First step: to educate ourselves and show up for racial and gender justice. Chris reminds us: We are the 99%.

 

Stephen D. Brookfield on Teaching for Social Justice: Part 2

In Part 2 Stephen introduces us to Eduard Lindeman (1885-1953), a pioneer in adult education who wrote one of the first books on community development (The Meaning of Adult Education, 1926; Brookfield, Learning Democracy: Eduard Lindeman on Adult Education and Social Change, 1987). Lindeman explored “life-centered learning,” believing that “education is life” and that student and teacher experiences and autobiographies mattered in the classroom. The learner is central in Lindeman’s educational theory; the starting point is always the lives of the learners and the primacy of experience. Co-operative education leads to social justice action. Stephen talks about his friendship with Myles Horton, one of the founders of the Highlander Center in Tennessee who linked education with democracy, and the biggest single influence on Stephen. He then talks about his use of aesthetics, the imagination, and storytelling/narrative in the classroom. What does he want to subvert in higher education?—the capitalist ethic. Hear Stephen talk about the dominant ideologies at work in higher education, and how as a counternarrative/action we can begin by taking students seriously as co-learners and creators.

Stephen D. Brookfield on Being a Critically Reflective Teacher: Part 1

Dr. Stephen Brookfield is the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis, Minnesota. He has been evolving as a teacher and teaching others how to evolve through critical, reflective practices for almost fifty years. He is the author of 18 books on adult learning and education, critical race theory and adult education, teaching through discussion, democratic spaces, power dynamics in the classroom, social justice teaching, and activist education. He incorporates critical theory (e.g. Gramsci, Marcuse, Habermas) and pedagogical theories (e.g. Paulo Freire, Myles Horton, Ira Shor, John Dewey, Eduard Lindeman) in his writing.

In Part 1 Stephen talks about his background and what drew him into teaching. He models what it means to be a critically reflective teacher—in Freire’s words, authoritative, not authoritarian. He continually searches for what’s new, what is yet to be realized—and that awareness involves a critique of power in the classroom. “There is no such thing as a power-free classroom,” he writes. Everything, including naming, reifies power dynamics. “Efforts to introduce more student-centered, empowering activities sometimes, in a teasing contradiction, underscore teachers’ power,” he has written, and faculty have to know and reflect on their own social locations and privileges as they challenge white supremacy, patriarchy, heteronormativity, and capitalism.

Seeds of Fire: An Interview with Ash-Lee Woodard Henderson and Rev. Allyn Maxfield-Steele

Rev. Allyn Maxfield-Steele & Ash-Lee Woodard Henderson

 

 

 

 

 

The Highlander Research and Education Center has been at the heart of popular education and social change. In 1932 Myles and Zilphia Horton, Don West, and others founded the Highlander Folk School in Monteagle, Tennessee as a place of cultural memory and organizing, participatory action research, and racial, economic, and environmental justice. Highlander has been causing beautiful trouble since its training of union leaders in the 1930s on, in its first interracial workshop in 1944, through its involvement in the civil rights movement and citizenship schools in the 1950s and 60s, and its support of movement building for groups working for justice and human rights in southern Appalachia and beyond.

In this podcast the two new co-executive directors of Highlander share their visions for the Center. They take us through the basics of popular education and the importance of communities defining “what is and what ought to be” in their local situations, while building coalitions with other resistance movements.