Nocella II, and Deric Shannon, Arum, Richard, and Josipa Roksa. Avrich, Paul. Boxer, Marilyn J.
Contemporary Anarchist Studies: An Introductory Anthology of Anarchy in the Academy
Canally, Culum. Accessed July 10, Crabtree, Robbin D. Daring, C. Rouge, Deric Shannon, and Abbey Volcano, eds. DeLeon, Abraham P. Educational Studies 48 1. Felman, Jyl Lynn. Fisher, Berenice Malka. Freire, Paulo. Pedagogy of the Oppressed. New York, NY: Continuum. Haworth, Robert H. Harter, Odile. Accessed June 29, Jordan, Stuart. Amherst, NY: Prometheus Books. Lawson, Erica. They include:.
Students will receive a letter grade at the end of the course. Class participants will collectively organize the reading list, course assignments, and methods of evaluation. However, we would be remiss if we ignored those power dynamics in the classroom which we inherit from the institutional educational paradigm that we have chosen to join.
I have also provided suggestions on topics and readings you may select, assignments you may choose to commit to, and ideas on how you might like to be evaluated by the end of the semester. I have recommended the texts listed below that, I think, will be relevant and useful across multiple possible topics. Still, it is up to you, collectively, to choose.
When we meet during week 3, we will use class time to solidify the syllabus. That gives you at least 2 weeks from the start of class to explore the suggestions and come prepared week 3 to help make decisions. Setting a 2 week time limit is meant to reduce stress on both sides. Are there any other objectives that should be included? In addition to deciding which activities will be graded, we also need to decide on due dates. It is, after all, a requirement. No student input beyond past performance.
Anarchy and Archaeology | Flexner | Journal of Contemporary Archaeology
No instructor or student control over grades. No input from teacher. Students hold tehmselves to this contract and teacher evaluates student based on how well student meets goals. Highly labor intensive for teacher. Peer or class evaluation could be used for assessment. Little to no input by teacher. Identify problem s , brainstorm solutions, narrow-down options to best fit the whole group.
Be honest about your feelings and expect the feelings of others.
Be helpful with your suggestions, but also willing to meet others half-way. Give everyone a chance to contribute; not everyone is an extrovert; be mindful that society tends to silence many.
Resources: www. Each of these texts is published by or available at AK Press , an anarchist-collective publishing and distribution house.
- Managing Business Risk: A Practical Guide to Protecting Your Business?
- Contemporary Anarchist Studies on Apple Books.
- Article: Anarchism and Peer Review!
At the website, you can find summaries and get pricing information. Jay Gillen, Educating for Insurgency. Peter Kropotkin, Modern Science and Anarchy. Jeff Shantz, ed. Typical graduate seminars focus on one full-length text supplemented with articles--you may find this to be too much I do. Maybe think about setting an average page limit each week. Making collective decisions is not easy. It is time consuming and requires an energetic investment from everyone involved.
In this class, we will practice the process of direct action.
- Principles of Molecular Cardiology!
- Search form.
- DeLeon and Four Scholars Edit Book Highlighting New Perspectives on Anarchist Theory?
- Immigration in U.S. History (2 volume set).
- Stakeholder Trust in Family Businesses.
Your full involvement in every condition of the course--from syllabus design to handing in the final assignment--will introduce you to or reinforce critical thinking and conflict resolution skills, acceptance, tolerance, and compromise that, I hope, will help you in this class, within and without the academy.