On Saturday, February 16th, the 2019 MIGC conference held a professional workshop on interdisciplinary radical pedagogies. Our goals were to identify ways that academic institutions fail to address feelings of economic, political, social, and environmental precarity. We then brainstormed what “radical resistance” might look like within the university classroom and what materials and tools we as teachers need to better equip students for the future. Some critical questions we asked: Can we “steal” from the university (as posed by scholars Fred Moten and Stephano Harney) and use it as a refuge? What skills, values, and tools will our students need in the future? How can we as teachers facilitate this?
Below are some of the concepts and issues we came up with when thinking about what a radical resistance syllabus might include.
The Act of Play in Learning
Addressing play in new contexts
Reimagining Classroom Rules
Negotiate learning outcomes
Develop “grading contract”/rubric collaboration
Experience as a learner learning something for the first time
Negotiate/renegotiate conditions of the “product” developed in class
Give students the power to act (participatory, experiential, shifting roles)
Precarity and Resilience
Implement the “Parable of the Sower”
Why do I feel what I feel? Why this disposition?
What does this (concept) mean for me?
How do we address discourse in action?
Future-oriented discussion (what knowledge is considered useful for our communities?)
Skill specificity (what will a 20-year-old college student need in 10, 20, or 40 years?)
Adaptability (practicing values and tools in precarious times)
Critical literacy (how does this extend across multiple disciplines and experiences?)