Category Archives: intersectional pedagogies

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%.

 

Chris Crass Podcast Part 1

Activist, organizer, writer and social change agent Chris Crass (http://www.chriscrass.org/) is committed to the long haul of justice work. In Part One of our conversation, Chris talks about his background, the many movement building mentors and the collective liberation of oppressed groups. He is the author of two books, Towards Collective Liberation: Anti-Racist Organizing, Feminist Praxis, and Movement Building Strategy (PM Press, 2013) and Towards the “Other America”: Anti-Racist Resources for White People Taking Action for Black Lives Matter (Chalice Press, 2015). In his anti-racist work he begins with the historical and structural definition of racism from The People’s Institute for Survival and Beyond (http://pisab.org/): racism is individual race prejudice plus structural/institutional power. Chris works to build dynamic multiracial alliances, with an intersectional framework—“working class-based, feminist, multiracial movements for collective liberation.”

T.J. Jourian: Resources for the Podcast

Here’s some homework: find out about the use of the asterisk:

Avery Tomkins, “Asterisk,” TSQ: Transgender Studies Quarterly 1 (1-2): 26-27: http://tsq.dukejournals.org/content/1/1-2/26.full. See also: “Why we used trans* and don’t anymore”: http://www.transstudent.org/asterisk

Movement Strategy Center: http://movementstrategy.org/

Link to The Transitions Initiative and Transitions Labs: http://movementstrategy.org/msc-approach/transition/

Out of the Spiritual Closet: Organizers Transforming the Practice of Social Justice, Kristin Zimmerman, Neelam Pathi Konda, Brenda Salgado Taj James, MSC, 210:

http://movementstrategy.org/directory/out-of-the-spiritual-closet/

www.liberationspirituality.org

http://www.contemplativemind.org/

Dr. T.J. Jourian Podcast, Part 2

 

In these two podcast segments, T.J. explores the current context for trans*educators, the genderism, or forced labeling, the siloing of student affairs staff and faculty, and the possibility of collaborations and working across institutional boundaries. T.J. embodies, in his teaching, workshops, and scholarship, what it means to be intersectional. He shows why faculty in higher education need to build coalitions with student affairs staff. From bell hooks’ statement, “Theory is not inherently healing, liberatory, or revolutionary,” T.J. argues that we need to find and make places of co-learning and co-creating. T.J. asks us to consider: To whom are we accountable? In Part 2 Dr. T.J. Jourian talks about models of campus collaboration for justice, the growing critical mass of transgender scholars who are creating their own agenda and scholarship. He reminds us that “the gender expansive world is a given” and we all need to step up and into the challenges this brings to mainstream pedagogy and curriculum.

One of the items in my “Classroom Agreements” (or ground rules) in every class I teach is: “We will allow each other to make mistakes.” T.J. urges us to take risks, make mistakes, ask for help—but after we have done our homework (see your assignment below). For those of us committed to co-creating democratic spaces in our classes, transpedagogies are necessary, pushing the boundaries to new liberatory possibilities.

T.J. also offers a definition of leadership that is “leaderfull”, incorporating the voices of the masses on the margins. He leaves us with the question, based in reflexivity: “Who are your co-conspirators in the work? Are you a co-conspirator too?”

Follow T.J.’s blog at “Waking Up Tired: Not Your T*oken”: http://www.tjjourian.net/blog-waking-up-tired

Dr. T.J. Jourian Podcast, Part 1

For those who teach in K-12 and higher education: do you have classes/courses that do not include trans voices?

In Part 1 of our conversation with Dr. T.J. Jourian on transpedagogies, we discuss his mentors and influences, including activist Grace Lee Boggs (see his educator’s statement on his website: http://www.tjjourian.net/ )

In this conversation with Dr. T.J. Jourian, we discuss the emerging field of transpedagogies. Jourian has a Ph.D. in Higher Education from Loyola University Chicago (2017) with a dissertation entitled, “My Masculinity Is a Little Love Poem to Myself”: Trans*masculine College Students’ Conceptualizations of Masculinity.” T.J. is also the co-creator of the Journal of Critical Scholarship on Higher Education and Student Affairs. He has written extensively in intersectional teaching and justice-centered curriculum and pedagogy.

On his website T.J. offers a definition: “Trans*formational pedagogy foregrounds trans people in achieving the democratic and emancipatory principles of higher education.” Trans* is a method, based in constructivist educational theory, to expose binary thinking and imagine a new dynamic model in gender and sexuality studies. Transpedagogies go beyond mimesis—the mirroring of heteronormativity—to explore the evolving nature of sexual orientation and gender identity. T.J. describes a justice-centered approach to curriculum and pedagogy that all teachers/faculty need to study and incorporate.

T.J. talks about “artivism”—creative activism, the silo-ing of student affairs staff and faculty and ways to cross that divide, and how faculty can address their own excuses for trans-exclusion in their syllabi, aka, the “there is no room” excuse—and setting new, more inclusive priorities in whatever discipline. It’s important to learn to be vulnerable about possibly messing up (and many of us will mess up), and to have students construct learning with us. How do we include pronouns but also move into deeper, structural issues?