Hacer Escuela/Inventing School: Rethinking the Pedagogy of Critical Theory

Second Workshop

March 29 - 30, 2019
West Chester University
Philadelphia Campus
701 Market Street
Philadelphia, PA 19106

A sub-project of the Andrew W. Mellon Foundation Grant: Critical Theory in the Global South (award # 21 600 618)

The Hacer Escuela/Inventing School workshop series brings together thinkers and practitioners from across the Americas who have developed new pedagogical techniques influenced by critical theory traditions, to share their work with professors, students, and others studying critical theory in the United States. Our project asks how, notwithstanding the increasing imposition of neoliberal measures, a variety of education movements from Latin American and the Caribbean have given rise to new understandings of pedagogical relations, of what it means to be a subject of education, and how educational practice can refigure public space.

Each of our speakers will present theoretical reflections and practical techniques that they have developed in the field, inviting the audience to interactively engage with the practices themselves during the workshop sessions.

Registration is free, but if you are going to attend, please register to help us better plan for the workshop.

Confirmed Speakers

Tamara Anderson (WE Caucus and Melanated Educators Collective)

Floridalma Boj Lopez (California State University, Los Angeles)

Angela Crawford (WE Caucus and Melanated Educators Collective)

Sandy Grande (Connecticut College)

Davíd Morales (Colectivo Zapatista, San Diego)

Rónké A. Òké (West Chester University)

Flavio Pereira Barbosa (Movimento dos Trabalhadores Rurais Sem Terra)

Lia Pinheiro Barbosa (Universidade Estadual do Ceará)

K. Wayne Yang (University of California, San Diego)

Conveners

Samir Haddad (Fordham University), Ariana González Stokas (Bard College and LAPES), and Jason Wozniak (West Chester University and LAPES).

An initiative of the International Consortium of Critical Theory Programs (ICCTP), funded by the Andrew W. Mellon Foundation, Fordham University, West Chester University, and in association with the Latin American Philosophy of Education Society (LAPES).