In this 12 minute bonus segment Arizbeth and Rafael respond to The New Yorker article by Jonathan Blitzer from May 22, 2017: “An Underground College for Undocumented Immigrants.” Rafael ends the segment with his poem, “The Monarch Martyr.” In this photo you see Freedom U. students at a University of Georgia class right before their arrest. The butterfly wings idea originated from artist activist David Solnit, a puppeteer who has used his art in social movements for over thirty years (e.g. the World Trade Protests in Seattle in 1999). He uses art in protest and revolution, and the Freedom U. students adapted his creative strategy for their courageous acts of resistance.
How to support Freedom University Georgia? Donations to this grassroots sanctuary movement go a long way to making their dreams of educational equality a reality. Professors volunteer, but funds are needed for classroom space, books, college tours, and pizzas. If you live in metro Atlanta, there are volunteer opportunities, such as being a driver. If you are connected with a college or university, make sure you have policies to support and provide opportunities for students like the ones on this podcast. Check out their website [www.freedomuniversitygeorgia.com/donate] and Facebook page [Freedom U. Georgia] for current updates and connections. Nothing Never Happens will keep in touch with these new friends and will post updates too.
Ira Shor is Professor of English at the College of Staten Island and Professor of Rhetoric and Composition at The Graduate Center, CUNY. He is a leading theorist and practitioner in critical literacy and pedagogy and democratic classroom spaces. Shor is the author of numerous books, including: Critical Teaching and Everyday Life (1980), Empowering Education: Critical Teaching for Social Change (1992), When Students Have Power: Negotiating Authority in a Critical Pedagogy (1996), and a 1987 “talking book” with Paulo Freire at The Highlander Research Center, A Pedagogy of Liberation: Dialogues on Transforming Education. In our conversation on March 13, 2017 Shor offered his definition of critical pedagogy and his critique of mainstream practices in higher education, along with insights into risk-taking and creating just and democratic spaces in the classroom.
“We have been allowed to know only one definition of rigor, the authoritarian, traditional one, which mechanically structures education, and discourages us from the responsibility of recreating ourselves in society.” (A Pedagogy for Liberation, p. 77)
“Fear comes from the dream you have about the society you want to make and to unmake through teaching and other politics.” (A Pedagogy for Liberation, p. 56)