In Part 2 Ben Speight talks about the practices of “combing our forces” in the fight for worker justice. These current times require ever more coalition building and organized resistance to the status quo. Ben uses examples from his own decades of union organizing to show that “the people united will never be divided!”
Theme music by Aviva and the Flying Penguins and Lance Eric Haugan.
End music on both Parts 1 and 2 by Paul Myhre, “Prayer for New Zealand” (2019) on reverbnation.com.
This March 2019
podcast is for anyone who teaches/studies social movements, movement building,
labor history, union organizing, non-violent activism, social justice teaching,
and direct action for social change! Hear Teamster Local 728 Organizing
Director Ben Speight give an overview of union organizing and connections to
our current times. He visited my REL/EDU 385: Religion, Education, and Activism
class in February 2019 to plug us into the history of workers and why unions are
still relevant more than ever.
Rev. Noelle Damico (United Church of Christ) is an activist educator and movement builder with the Alliance for Fair Food.[http://www.allianceforfairfood.org/]. She coordinated the 2 million member Presbyterian Church USA’s involvement in the Coalition of Immokalee Worker’s Campaign for Fair Food [https://ciw-online.org/], among many other food justicecampaigns. This podcast takes place in an actual class setting, my Religion and Ecology class at Agnes Scott College, a historic women’s liberal arts college in Decatur, GA. Noelle joined us via Skype in our unit on connecting issues of economic justice to the larger topic of sustainability.
What is often missing
in mainstream discussions of the organic food movement is workers. Noelle takes
us through the founding of the Coalition of Immokalee Worker’s campaign and the
“sea-change” it brought, and continues to bring, in the food system, to create
a system that works for all people. Issues of safety, forced labor, human
trafficking, gender violence, poverty wages, wage theft, and worker abuse are
all parts of the history of injustices that CIW addresses.
A worker-driven social responsibility model begins at the work site, determined by the workers who become organizers and change-agents through marches, education tours, hunger strikes, boycotts, and other direct actions. Joining CIW are faith leaders and students as partners. One outcome on university campuses has been the cutting of contracts with Taco Bell on over 25 campuses. The current Boycott Wendy’s campaign [http://www.boycott-wendys.org/] seeks to continue to move companies beyond their “corporate responsibility codes” to real food justice. The CIW campaign has shown that changing the conditions in the field is at the root of a sustainable food future.
Pedagogy is an action verb here. On my campus the tomatoes in our dining hall are part of the fair food system; Aramark was (reluctantly but eventually) one of the signers. But our Aramark dining staff continue, through their own worker-driven campaign, to fight for fair wages and a workplace that offers respect and human dignity (through their union, SEIU). Though unionized, their struggle is difficult. Thus, fair farm and campus food workers are connected.
As part of the class students engage in a practicum with the campus Office of Sustainability in a variety of areas (climate change events, organic farming, National Audubon wildlife site, bees, and also economic justice with the campus Living Wage Campaign). One student working with the campaign joined the Aramark union steward and me on the WRFG Labor Forum, as well as our Economic Justice Teach-In. She also assisted with our “love poster” action in the dining hall for the staff—big posters we are hanging each week, signed with notes of appreciation and affection by community members, for each dining services staff member.
Theme music for Nothing Never Happens is by Aviva and the Flying Penguins and Lance Eric Haugan. Additional music is by Paul Myhre: “Dreams of Winter Sans Guitar (2019).”
My audio engineers are: Reagin Turner, China Wilson, and Megan Simmons. I can be reached at email@example.com.
In Part Two Leopando continues to explore the theological influences on Freire’s thought and activism that sustained him through exile and institutional work (in government and higher education). We discuss the institutional boundaries on using a Freirean method in the college or university classroom, and I admit to being a “failed Freirean.” We talk about what it means to live into as much democracy as possible in our classrooms, and acknowledge the restraints of institutional time (the semester length), grades, the tenure process, and other academic demands. In the end, Freire calls us to accountability—to risk and to dream, and to live into our “vocation.” Tune into the podcast for a fuller definition of what Freire meant by such a theologically infused term as“vocation,” and how this vision forms the basis of his pedagogy of freedom.
Special music at the end of each segment is ”Prayer for Immigrant Children” (2018) by Paul Myhre:
Irwin Leopando is Associate Professor of English at LaGuardia Community College, (CUNY) in Queens, NY. He is the author of the book we discuss in this podcast, A Pedagogy of Faith: The Theological Vision of Paulo Freire (Bloomsbury, 2017). Leopando came to study Paulo Freire (1921-1997) in graduate school classes with his dissertation director, Ira Shor. Leopando’s interest in dialogical pedagogy extends into his own teaching of English composition. Also as one who grew up in the Roman Catholic Church, Leopando shares this faith affiliation with Freire.
In Part One of this podcast Leopando talks about his first encounters with Freire in Shor’s classes through Pedagogy of the Oppressed. Leopando became curious in how Freire’s Roman Catholic faith and his own experience of childhood poverty influenced his activism and his pedagogy in the political and social context of Brazil. Liberation theology and the Christian-Marxist dialogue were major influences on Freire’s thought. Democracy requires the literacy of the poor. And a democratic classroom requires the drive to help the learner grow into their own agency.
Nicolazzo asks us, “How do we think about the most vulnerable students on our campuses,” especially those who are multiply marginized? How do we work toward “a practice of freedom” (hooks)? Nicolazzo shows us a broader vision of trans*studies and pedagogies in higher education, and how attention to these intersections of oppression and freedom benefit all students and faculty. “What are we willing to risk in the name of justice?” And how can we collaborate in our classrooms and beyond in a “critical hope”?
In Part 2 of our podcast on ecopedagogies, Laurel Kearns and Tim Van Meter take us through several concrete pedagogical practices in ecoliteracy and ecopedagogy. They discuss the use of autogeographies in their classrooms to enable students to examine their place in the world. And they take us through the interdisciplinary pedagogical practices and commitments both inside and outside the classroom in the work of ecojustice. They show the interconnections of earth, self, community, and justice in their classrooms and their engagement in larger social change movements.
In this first of hopefully many podcasts on the topic of ecopedagogies, I am joined by Prof. Laurel Kearns of Sociology and Religion and Environmental Studies at Drew Theological School and the Graduate Division of Religion at Drew University and Prof. Tim Van Meter, Alford Chair of Christian Education and Youth Ministry and Coordinator of the Cross-Cultural Program at Methodist Theological School in Ohio. They are both part of The Green Seminary Initiative, and teach courses in religion and ecology. We discuss the roots and origins of ecological theory, environmental justice and place-based education, resilience theory, contested spaces and points of tension in environmental studies and religion, along with several main areas: food (organic farming; food justice), animals, climate change, urban vs. rural, consumption/waste, role of religious groups in environmental justice (and faith-based initiatives), links to action and pubic policy work, and imagining the future. In other words, Laurel and Tim set the larger context of ecological pedagogies for us and give offer inspiration and ideas for an eco-inclusive classroom and curriculum.
In Part 2 Colleen and Willie bring us to the challenges of our current time with specific strategies for educating about systemic poverty. They show us an intersectional approach and offer tools for meeting people where they are. An engaged scholarship is at the root of their activist work. They end on a note of hope, as encouragement and challenge to engage in the work of social change.
A Podcast of Radical Musings on Social Justice, Pedagogies for Transformation, and Feminist Activism