Please see archives for 2012-2013 readings.

meetings past:

FALL 2012

1. Our first meeting of this school year will be Thursday, September 20th, 4-6 pm, at Purple Onion.The reading is freire-first-letter-tacw-2005.

2. Our second meeting will be Thursday, October 25th, 6-8 pm at Purple Onion. The reading is Peter McLaren’s “A Pedagogy of Possibility: Reflections on Paulo Freire’s Politics of Education” from 1999.


1.  PDSG will discuss Kevin Kumashiro 2009 chapter 2 preparing teachers for crisis on Wed June 27 at 6pm at the Blue Moon Cafe at the corner of 38th Ave and Lake St in Minneapolis.

2.  PDSG will discuss Adult Ed Holst John Pedagogy of Ernesto Che Guevara on Wed July 11 at 6pm at Pizza Luce at 2200 Franklin Ave in Minneapolis. Pizza party!

READING GROUP MEETINGS: All meetings are on Wednesdays at 6pm at the Purple Onion.  I will post the readings as soon as I get them.  –lucia, Dec. 2nd, 2011

Join us this Spring 2011 where we look forward to reading some really cool stuff.

1.  Jan 25th, Wed, 6pm Purple Onion.  Facilitator: Amir.  Reading: “Education after Auschwitz” by Adorno here: AdornoEducation

2. Feb 15Wed, 6pm Purple Onion. Facilitator: Lucia. Reading: “On the Relationship between the Educator and the Learners” by Paulo Freire from Teachers as Cultural Workers: Letters to Those Who Dare Teach. Here are TWO essays from that book:  Freire Teachers as Cultural Workers, but let’s just discuss the SECOND one in the attachment.

3. March 7 Wed, 6pm Purple Onion. Facilitator: Zac.  Reading: more Freire! Pedagogy of Freedom Chapter 2.  Zac is interested in plumbing what he means by “methodological rigor” and “right/correct thinking.”

4. April 25 Wed, 6pm Purple Onion. Facilitator: Shannon.  “Why Doesn’t This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy,” a famous critique of rad ped from a feminist perspective) by Elizabeth Ellsworth in Feminisms and Critical Pedagogy.  Click here to download: Ellsworth 1989. Thanks for the file, Shannon!


FALL 2010 semester reading events

1. Thursday, Oct 20, 6pm, Purple Onion.  Facilitator: Jewon.  Reading: American public Media documentary on liberal arts education, titled “Who Needs An English Major”

Even though the documentary tends to support liberal arts, I want to discuss its tone and examples critically in terms of pedagogy. The documentary has five sub-topics. They are short, not scholarly works. But, I hope that we can see the current issues in liberal arts education.

2.  Thursday, Oct 27th at 6pm.  Facilitator: Zach.  The Reading is “Jansen” below.  It’s on post-conflict pedagogy in South Africa–what spaces are opened up pedagogically when we recognized brokenness? J. Jansen is a scholar who does work on BOTH white supremacy and whiteness.


3.  Thursday, Nov 10, 6pm, Purple Onion.  Facilitator: Shannon.

Finley & Faith 1987 relevance of Freire U.S. college classroom

4.  Thursday, Dec 1, 6pm, Purple Onion.  Facilitator: Chris.  Topic: an anthropologist’s perspective on pedagogy.

Carole Hill, Challenging Assumptions of Human Diversity


SEPT 7, 2011

Welcome back from summer, everyone.  Let’s get our Reading Group back on.


What: Reading Group meeting

When: Thursday, Sept 22nd at 4pm

Where: Purple Onion, Dinkytown

Why: discuss a reading and do some praxis

Topic: HOW is the classroom a site of resistance/a front in the revolution and HOW is it another arm of the repressive, normalizing institution that is “school?”

Praxis: what assignments, readings, or activities were you doing in class when you saw these moments of resistance come up? what did you do when they did? have you found a way to make them happen more? what do you DO with that resistance?

Facilitator: Lucia

Reading: John Conley’s short article

Against Heroism

On Politically-Committed Academic Labor

Winter/Spring 2009 issue of the Minnesota Review

You’ll notice that this semester we’re doing a couple new things: a) scheduling a different facilitator for each meeting ahead of time, who is responsible for the topic, the readings, and communicating the details of the meeting b) the meeting facilitator feeling free to solicit collaboration from group members on any of these points (for example, asking for ideas for readings)  and finally c) having “praxis” time at each meeting, where we think about what we’re talking about would look like in the materiality of the classroom (activities, assignments, grading, dynamics, discussion, etc.).

At our first meeting, we’ll plot out the 4 or so dates we’ll meet this semester, people can volunteer to  facilitate a meeting, and that person can choose a topic for that meeting.  So start thinking about a burning pedagogy question you’d like to put on the table for us this semester.  Preferably something we can put a “praxis” component to.  Even if you don’t have a reading in mind yet…. we can all try to come up with one together.

More on the 22nd’s topic (by Lucia): HOW is the classroom a front in the struggle for revolutionizing the university, and HOW is it the opposite– just another outpost of the ideological state apparatus?   Do slavishly dedicated teachers (guilty) construct the classroom as a utopia? A place where we liberal teachers (over)work ourselves into thinking that if we only teach well enough, we’re fighting the revolution? To clarify, I don’t think that it’s EITHER the classroom is this utopian, revolutionary space OR it’s just an extension of a repressive institution.  I see just *glimmers* in my class of resistance.  Given that it’s not a yes/no answer, we are led to a more complicated place: when utopian/revolutionary glimmers DO happen in our classroom, how do they come up, why do they, and what do you do (as a teacher) when that happens? … and perhaps even dare I ask: how might I make my classroom a space for more of these accidental utopian glimmers to happen more?

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