Abstract
In a preliminary meeting in juvenile hall with a group of incarcerated young men, my coinstructor and I shared our vision for the class we would soon begin with them and a group of college students. We offered the workshop as a space where we would talk about topics they wanted to explore, would create art together, and could be open and honest with each other. After we finished our pitch, I asked for questions. One young man raised his hand.
I am more and more convinced that true revolutionaries must perceive the revolution, because of its creative and liberating nature, as an act of love. For me, the revolution, which is not possible without a theory of revolution—and therefore science—is not irreconcilable with love. [T]he revolution is made by people to achieve their humanization. What, indeed, is the deeper motive which moves individuals to become revolutionaries, but the dehumanization of people?
Paulo Freire1
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Notes
Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 2005).
Thich Naht Hahn, The Miracle of Mindfulness (1975; Boston: Beacon Press, 1976).
Augusto Boal, Theatre of the Oppressed (New York: Theatre Communications Groups, 1985).
Marie-Claire Picher, What is Theater of the Oppressed? (New York: TOPLAB, 2002; revised 2011).
bell hooks, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge, 1994).
Susan Anderson, Nancy Walch, and Kate Becker. The Power of Art: The Arts As an Effective Intervention Strategy for At-Risk Youth (Los Angeles, CA: California Endowment for the Arts, 2004).
Elizabeth Ellsworth, “Why Doesn’t this Feel Empowering?” Harvard Educational Review 59 (1989): 297.
Bobbie Harro, “The Cycle of Liberation,” in Readings for Diversity and Social Justice, 2 edition, edited by Maurianne Adams, Warren J. Blumenfeld, Carmelita Castañeda, Heather W. Hackman, Madeline L. Peters, and Ximena Zúñiga. (New York: Routledge, 2010), 52–58.
Lauren Bille and Danielle Laura, One Mic (New York: Andre Maurice Press, 2006), http://www.corporatebboyism.com/one-mic/
Christine M. Cress, Cathy Burack, Dwight Giles, Julie Elkins, and Margaret Carnes Stevens. A Promising Connection: Increasing College Access and Success Through Civic Engagement (Boston, MA: Campus Compact, 2010).
Che Guevara. “From Algiers, for Marcha: The Cuban Revolution Today,” in The Che Reader (New York: Ocean Press, 2005), 393.
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© 2013 Simone Weil Davis and Barbara Sherr Roswell
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Turenne, E. (2013). Breaking Through “Isms”. In: Davis, S.W., Roswell, B.S. (eds) Turning Teaching Inside Out. Community Engagement in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137331021_13
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DOI: https://doi.org/10.1057/9781137331021_13
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