Armaline, William T. (2009). “Thoughts on Anarchist Pedagogy and Epistemology.” Contemporary Anarchist Studies: An Introductory Reader of Anarchy in the Academy. Ed. Randall Amster, et. al, . New York: Routledge. 136-146.
Avrich, Paul (1980) The Modern School Movement: Anarchism and Education in the United States. Princeton: Princeton University Press.
Bakunin, Mikhail (1992). “All-Round Education.” The Basic Bakunin: Writings, 1869-1871. Trans. Robert M. Cutler. Buffalo: Prometheus Books. 111-125.
Boshier, Roger (2004). and Manifestations of the Anarchist-Utopian Ethos in Adult Education.” Adult Education Research Conference 2004 Conference Proceedings (Victoria, BC,Canada). 53-58.
Bluestein, Abe, ed. (1990). The Modern School Movement: Historical and Personal Notes on the Ferrer Schools in Spain: Contributions by Pura Perez, Mario Jordana, Abel Paz, Martha Ackelsberg. Croton-On-Hudson, NY: Friends of the Modern School.
Boyd, Carolyn P. (1976). “The Anarchists and Education in Spain, 1868-1909.” The Journal of Modern History 48.S4: 125-170.
Brémand, Nathalie (1992). Cempuis: une expérience d’éducation libertaire à l’époque de Jules Ferry, 1880-1894. Paris: Éd. du Monde libertaire.
- <– On Paul Robin’s famous libertarian school.
Chan, Min K.,and Arif Dirlik (1991). Schools into Fields and Factories: Anarchists, the Guomindang, and the National Labor University in Shanghai, 1927-1932. Durham: Duke University Press.
Collelldemont, Eulàlia, and Conrad Vilanou (2017). “Inhabiting culture: Spanish anarchists’ vision of cultural learning through aesthetics in the nineteenth and early twentieth centuries.” Paedagogica Historica 53.3: 228-245.
- <– Abstract: “Revisions of textual and audio-visual materials reveal the educational vision of Spanish anarchists. Through research, we have discovered the importance of aesthetical education and art in general for this protest political party. By studying the three key historical moments of the movement (1868–1939/ 1901–1910/ 1910–1936–1939) we have traced the evolution of the concept and practice of cultural learning. What stands out in the origins of the movement is the concern to introduce art and culture into school subjects while disseminating this knowledge to the whole population. Later, when the Modern School opened, the arts were introduced into the syllabus of teaching-learning. The aesthetic principles defended in the first period were turned into literary works with the aim of educating children from rationalist schools. Finally, we identify a time when the materials created by the Modern School were disseminated to working-class schools as a form of resistance against the politics proposed by government parties. The outbreak of the Civil War turned the corpus of aesthetical education into a cultural programme of demilitarised political resistance.”
- <– A harsh assessement: “Most professeurs [teachers] teach subjects of which they know not a word. The more ignorant they are, the more learned they believe themselves to be… Those who teach act from authority most of the time” (2156).
Degalves, J., and E. Janvion (1897). “L’Ecole libertaire.” L’Humanité nouvelle 1.1: 206-218.
Delaunay, E[ugène]. (1934). “Éducation.” Encyclopédie anarchiste. Ed. Sébastien Faure. Paris: Éditions de la Librairie Internationale. 2.631-640.
DeLeon, Abraham (2010). “How Do I Tell a Story That Has Not Been Told: Anarchism, Autoethnography and the Middle Ground.” Equity & Excellence in Education 43:398-413.
– – – (2009). “Sabotaging the System! Bringing Anarchist Theory into Social Studies Education.” Pp. 241-254 in New Perspectives on Anarchism. Edited by Nathan Jun. Lanham, MD: Lexington Books.
– – – (2008). “Oh No, Not the ‘A’ Word! Proposing an ‘Anarchism’ for Education”. Educational Studies 44:122-141.
– – – (2006). “The Time for Action is Now! Anarchist Theory, Critical Pedagogy, and Radical Possibilities.” The Journal for Critical Education Policy Studies 4.2: 72-94.
Delgado, Buenaventura (1979) La Escuela Moderna de Ferrer i Guàrdia. Barcelona: CEAC.
Demeulenaere-Douyère, Christiane (2003). “Un précurseur de la mixité: Paul Robin et la coéducation des sexes.” Clio: Femmes, Genre, Histoire 18: 125-132.
Faure, Sébastien (1933). Propos d’éducateur: modeste traité d’éducation physique, intellectuelle et morale. Paris: Groupe de propagande par la brochure, 1933.
– – – (1921). Propos subversifs: douze conférences. N° 6: L’enfant. Paris: Bidault.
Feigenbaum, A., Heckert, J. and Kanngieser, A. (2010). “The antagonistic university? A conversation on cuts, conviviality and capitalism.” The Sociological Imagination. Online.
Ferrer y Guardia, Francisco (2018). Anarchist Education and the Modern School: A Francisco Ferrer Reader. Ed. Mark Bray and Robert H. Hayworth. Trans. Mark Bray and Joseph McCabe. Oakland, CA: PM Press.
– – – (1913). The Origin and Ideals of the Modern School. Trans. Joseph McCabe. New York and London: G.P. Putnam’s Sons.
– – – (1910). The Rational Education of Children. New York: Francisco Ferrer Association.
Gallo, Silvio (2013). “Francisco Ferrer Guardia: o mártir da Escola Moderna.” Pro-Posições 24.2: 241-251.
– – – (2012). “Anarquismo e educação: os desafios para uma pedagogia libertária hoje.” Revista de Ciências Sociais 36: 169-186.
- <– Abstract: “This paper aims to raise to issue the meaning and possibilities for libertarian pedagogy in our times. It presents the most important liberal ideas in education projects from the 19th and 20th centuries, which are marked by the defense of autonomy (Stirner and Nietzsche), and by the construction of a new morality, through an integral education (Robin, Faure and Ferrer). This to show that Anarchism and its pedagogical proposals during these centuries was influenced by the modern humanist project. The paper raises to issue the meaning of these projects, from a post-structuralist view, to affirm through Deleuze and Foucault, an educative process centered on learning as a singular event.”
– – – (2008). “Eu, o outro e tantos outros: educação, alteridade e filosofia da diferença.” Anais do II Congresso Internacional Cotidiano: Diálogos sobre Diálogos. Universidade Federal Fluminense, Rio de Janeiro. 1-16.
– – – (2007). Pedagogia libertária: anarquistas, anarquismos e educaçao. Sao Paulo: Imaginário/EDUA.
– – – (2002). “A escola pública numa perspectiva anarquista.” verve. revista semestral autogestionária do Nu-Sol 1: 124-164.
- <– Abstract: “The public school is commonly seen as a ‘state’ school. Should it be necessarily like that? Would this mediation of the state between society and education be really necessary? This article intends to prove the contrary, exploring the anarchist proposals for education to show the viability of a public school apart from the state. In this attempt, it searches the historical origins of public education, revealing its ties with the constitution of European nation-states, and then analyzes the particularities of the relation between state and education in Brazil. Finally, it questions the issue of democratization of public schools in Brazil since the 1980s, criticizing the so-called progressive conceptions and affirming the possibility of an anarchist approach to the subject.”
– – – (1997). “Pedagogia libertária e ideologia: vias e desvios da liberdade.” Perspectiva 15.27: 17-34.
– – – (1995). “Ética, ciência e educação na perspectiva anarquista.” Educação e Filosofia 9.18: 7-29.
– – – (1993). “Politecnia e Educação: a contribuição anarquista.” Pro-Posições 4.3: 34-46.
– – – (1993). Autoridade e a construção da liberdade: o paradigma anarquista em educação. Diss., Universidade Estadual de Campinas.
– – – (1999). “Educação, ideologia e a construção do sujeito.” Perspectiva 17.32: 189-207.
- <– Abstract: “This article focuses upon the question of ideology in education. Based on Deleuze and Guattaris’s approach, the author discusses education as an ambiguous process that is placed between subjectivity and singularity. He also argues that both traditional and renewed pedagogies are essentially ideological.”
– – – (1990). Educação anarquista : por uma pedagogia do risco. Thesis, Universidade Estadual de Campinas.
- <– See Ribeiro de Brito (2014) for a critique.
Heckert, Jamie (2011). “Fantasies of an Anarchist Sex Educator.” Anarchism & Sexuality: Ethics, Relationships and Power. Ed. J. Heckert and R. Cleminson. London/New York: Routledge.
Jandrić, Petar (2015). “Deschooling Virtuality 2.0.” Concept 6.2: n.p.
– – – (2010). “Wikipedia and Education: Anarchist Perspectives and Virtual Practices.” Journal for Critical Education Policy Studies 8.2: 47-73.
Kahn, Richard. 2009. “Anarchic Epimetheanism: The Pedagogy of Ivan Illich.” Pp. 125-135 in Contemporary Anarchist Studies: An Introductory Reader of Anarchy in the Academy. Edited by Randall Amster, et. al, 125-135. New York: Routledge.
Kropotkin, Peter (1913). “Brain Work and Manual Work.” Fields, Factories, and Workshops: or, Industry Combined with Agriculture and Brain Work with Manual Work. New York: G.P. Putnam’s Sons. 363-409.
Lacerda de Moura, Maria (1922). A Fraternidade e a Escola. (conferência). São Paulo: União dos trabalhadores Graphicos.
– – – (1918). Em torno da educação. São Paulo: Teixeira.
Lewin, Roland (1989). Sébastien Faure et “La Ruche”, ou, L’éducation libertaire. Cahiers de l’Institut d’histoire des pédagogies libertaires. Vauchrétien: Ivan Davy.
Lourau, René (1997). “L’Éducation libertaire.” L’Homme et la société 123-124: 45-55.
Lunazzi, José María (1967). “De la ‘escuela intermedia,’ a una pedagogía de vasos comunicantes.” Archivos de Ciencias de la Educación 3.5-6: 13-24.
McLaren, Andrew (1981). “Revolution and Education in Late Nineteenth Century France: The Early Career of Paul Robin.” History of Education Quarterly 21.3: 317-335.
Mella, Ricardo (1926). Ideario. Gijón: La Victoria.
– – – (1913). “Cómo se afirma un método.” Acción Libertaria [Madrid] 20: ??-??.
- <– Reprinted in Mella (1926) 91-94.
– – – (1912). “El verbalismo de la enseñanza.” El Libertario 7: ??-??.
- <– Reprinted in Mella (1926) 246-248.
– – – (1911). “Cuestiones de enseñanza (III).” Acción Libertaria 22: ??-??.
- <– Reprinted in Mella (1926) 243-246.
– – – (1911). “Cuestiones de enseñanza (II).” Acción Libertaria [Gijón] 21: ??-??.
- <– Reprinted in Mella (1926) 241-243.
– – – (1911). “Cuestiones de enseñanza (I).” Acción Libertaria [Gijón] 20: ??-??.
- <– Reprinted in Mella (1926) 240-241.
– – – (1911). “¿Qué se entiende por racionalismo?” Acción Libertaria [Gijón] 19: ??-??.
- <– Reprinted in Mella (1926) 237-239.
– – – (1910) “El problema de la enseñanza (II).” Acción Libertaría [Gijón] 11: ??-??.
- <– Reprinted in Mella (1926) 234-237.
– – – (1910) “El problema de la enseñanza (I).” Acción Libertaría [Gijón] 5: ??-??.
- <– Reprinted in Mella (1926) 231-233.
– – – (1904). “Idealismos culpables.” Natura 20: 317-319.
- <– Reprinted in Mella (1926) 71-74.
Monés, Jordi, Pere Solà and Luis Miguel Lázaro (1977). Ferrer i Guàrdia y la pedagogia libertaria. Elementos para un debate. Barcelona: Icaria.
Nascimento, Rogério H. Z. (2010). “Educação Pela indisciplina: Concepções e experimentos anarquistas registrados na imprensa operária no Brasil em inícios do século XX,” II Colóquio Internacional de História: fontes históricas, ensino e história da educação. Universidade Federal de Campina Grande (UFCG).
Nicanor Kassick, Clovis (2008). “Pedagogia libertária na história da educação brasileira.” Revista HISTEDBR On-line 32: 136-149.
- <– Abstract: “Considering the information available on the Libertarian Pedagogy and with the intention to contribute to it discussion ,since it is one of the constituents of the Brazilian History of Education, this text rescues part of the history of the anarchist movement in Brazil. The study was carried out through leaflets and newspapers found in the Edgard Louenrouth Archive of UNICAMP and in the Social Culture Center of São Paulo, emphasizing their struggle in favor of the education of people, especially the workers and their children. Education which is seen not only through education taught in regular schools such as Modern School, but also through informal education in Social Culture Centers, Popular University, and libraries established in labor unions which proliferated in Brazil in the beginning of the last century. For that purpose, we will analyze education in Brazil at the beginning of the 20th century, starting from the libertarian concept, providing information on the relationship between the libertarian education and the workers’ organization movement in their struggle for transforming their life conditions. In so doing, we intend not only to reestablish the presence of such pedagogy, but based on its principles, allow the tenseness of relations present in the Brazilian school today.”
Pereira, Irène (2018). Paulo Freire–Pédagogue des opprimé-es (p. 170). Libertalia.
– – – (2018). Philosophie critique en éducation. Limoges: Editions Lambert-Lucas.
– – – (2018). “Pédagogie entrepreneuriale et néolibéralisme. Une approche à partir de la pédagogie critique.” Skhole.fr. n.p.
– – – (2018). “La neutralité ‘neutralisée’? La recherche entre scientifique et politique. Entretien avec Irène Pereira.” Terrains/Théories 9: n.p.
– – – (2017). “Les paradoxes de la norme scolaire.” Le Journal des psychologues 344.2: 28-33.
– – – (2017). “Les grammaires de l’éducation critique aux médias à l’épreuve du numérique.” tic & société 11.1 (2017): 111-136.
- <– Abstract: “The article defines three grammars of critical media education that structure this field of research in continuity with other social spaces. It shows how a constructivist grammar dominates media education, within the French National Education system. It also highlights how, despite its positivist approach, the rationalist grammar of critical media education fails to escape from public controversy in the face of challenges posed by the flow of information on the Internet. Finally, the article highlights the revival of a third grammar, called ‘materialistic,’ in particular through the renewal of the Frankfurt School of critical theory and an examination of the socio-ethical issues of media education using digital sociocriticism.“
– – – (2017). “Pédagogie critique frontalière.” Questions de classe(s). n.p.
– – – (2017). “Représentations professorales et rapports sociaux de travail à l’école.” Questions de classe(s). n.p.
– – – (2017). “Pratiques anti-oppression et enseignement pour la justice sociale.” Questions de classe(s). n.p.
– – – (2017). “Pédagogie crip de la neurodiversité.” Questions de classe(s). n.p.
– – – (2016). “Une pédagogie de la résistance.” Diotime 70: 12-??.
– – – (2016). “Aliénation et authenticité dans le rapport au savoir – Quel rôle pour la philosophie dans la formation des enseignants?” Diotime 69: 1-??.
– – – (2016). “L’enseignement de la philosophie en terminale au prisme des sciences de l’éducation.” Diotime 66: 11-??.
– – – (2016). “L’invisibilisation de la discrimination ‘classiste’ à l’école.” Questions de classe(s). n.p.
– – – (2016). “Ensauvager l’enseignement de la démocratie à l’école.” Questions de classe(s). n.p.
– – – (2016). “Introduction à la pédagogie critique.” Questions de classe(s). n.p.
– – – (2015). “Les étapes d’une construction intellectuelle.” Questions de classe(s). n.p.
– – – (2015). “Le rapport à la philosophie d’élèves en classe de terminale.” Diotime 64.10-??
– – – (2015). “Didactisation de la dissertation de philosophie: pour une explicitation des normes implicites.” Diotime 63.12-??
– – – (2014). “En philosophie, enseigner la morale ou favoriser l’agir moral?” Diotime 62.9-??
– – – (2014). “La philosophie dans le secondaire et les théories économiques.” Diotime 59.8-??
– – – (2013). “Philosopher à partir d’une situation-problème : une expérimentation en classe terminale.” Diotime 57.2-??
– – – (2013). “Analyse de différentes méthodes de problématisation dans la dissertation de philosophie.” Diotime 56.9-??
– – – (2013). “De l’enseignement de la philosophie.” Diotime 55.9-??
– – – (2013). “La philosophia perennis: un mythe vivace dans l’enseignement de la philosophie dans le secondaire.” Questions de classe(s). n.p.
– – – (2012). “Grammaire didactique de la philosophie.” Diotime 54.9-??
– – – et al (2016). “Un exemple de recherche sur l’esprit critique à l’Université.” Diotime 70: 12-??.
Proudhon, Pierre-Joseph (1982). “Cinquième étude: l’Éducation.” De la Justice dans la Révolution et dans l’Église. Genève: Slatkine. 2.327-473.
- <– “ARGUMENT: Whether religion is a product of a mystical intuition or a metaphysical speculation, and whether the Church that serves as its expression is organized for aristocracy or for communism, since this religion posits the principle of law apart from the human subject, education must also necessarily be outside of humanity, and ends in a system of depravity. Thus, the soul, not cultivated as a living germ that has its law in itself and only asks to develop freely but treated as a uniform, obscure, and bad nature that is to be given its path, its movement, and its quality by an extrinsic action, man becomes, by way of the education given him by the Church, a hypocrite, since his conscience is not within himself; a stranger to himself, since his end is outside himself; a stranger to society, which, by way of its State reason, sometimes makes him a serf, sometimes privileges him, but in all cases deprives him of the reason of things and respect for persons; a stranger, finally, to the earth on which he stands like an exile, and which has nothing in common with him. And since the inevitable result of such an education, by depriving him of all of his own justice, of all freedom of spirit, of any regard for his kind, of any communion with nature, is to render existence unhappy, death will be all the more miserable to the extent that the devotion of the subject to its faith will have been greater. – Contrary theories of free conscience, egalitarian teaching, the possession of nature, and a good death.” (Trans. Jesse Cohn)
Ribeiro de Brito, Luciana (2014). “O papel social da educação em Mikhail Bakunin ? do hegelianismo de esquerda ao socialismo revolucionário.” Colóquio Internacional Mikhail Bakunin e a AIT. São Paulo, 10 a 13 de novembro de 2014.
– – – (2014). “Uma polêmica com Silvio Gallo a respeito de ‘A Instrução Integral’ de Mikhail Bakunin.” Revista Posição 1.2: 5-10.
- <– A critique of Gallo’s critique (1990) of Bakunin’s conception of “integral education” (Bakunin 1992).
– – – (2014). “Da reconciliação com a realidade à instrução integral – contribuições filosóficas de Mikhail Bakunin às questões educacionais.” Filogênese 7.1: 39-53.
- <– Abstract: “This article proposes to insert the trajectory of the anarchist theorist Mikhail Bakunin in the fields of philosophical discussion concerning the social function of the education. Education, although sometimes a secondary theme in his writings, has been recurrent to Bakunin since his period of contact with the Hegelian left-wing and the defense of the principle of reconciliation with reality, until his ripening as a revolutionary and in his actuation at International Workers Association, with the development of the proposal of integral education. Our intention is to defend the existence of a deep continuity in the author’s thought, in which speculative philosophy and Hegelianism left-wing are just the germ of his problematizations towards the social and cultural reality of his time. At a later time, this questions are deepened and radicalized to the point when, under the influence of socialist ideas, Bakunin assumes the need of revolutionary rupture as the only way to effectivation of aspirations defended from the period of his early writings on the moral and social role of education in society of his time.”
Robin, Paul (1869). De l’enseignement intégral. Versailles: imprimerie Cerf.
Roorda van Eysinga, Henri (1917). Le pedagogue n’aime pas les enfants. Lausanne: Cahiers Vaudois.
– – – (1898). L’école et l’apprentissage de la docilité. Paris: Librarie de la l’Art social.
Rosa da Silva, Rodrigo (2013). Anarquismo, Ciência e Educação: Francisco Ferrer y Guardia e a rede de militantes e cientistas em torno do ensino racionalista (1890-1920). Diss., Universidade de São Paulo.
Rouhani, Farhang (2012) “Practice What You Teach: Facilitating Anarchism In and Out of the Classroom”. Antipode 44.5: 1726–1741.
- <– Abstract: In recent years, human geographers have criticized the increasing corporatization, commodification, and objectification of knowledge production, and have looked to critical pedagogical frameworks that seek to counteract these forces. Anarchism, as a body of theories and practices, has a long history of engagement with radical pedagogical experimentation. Anarchism and geography have much to contribute to one another: anarchism, through its support for creative, non-coercive, practical learning spaces, and geography, for its critical examination of the spaces of education. In this paper, I evaluate the prospects for anarchist-geographic pedagogies theoretically, as well as through my own experiences teaching and learning about anarchism over the past decade in a liberal arts, higher education US environment. I argue for a combined critical anarchist-geographic pedagogical approach that appreciates the challenges of building alternative learning models within existing neoliberalizing institutions, provides the necessary tools for finding uniquely situated opportunities for educational change, and emplaces a grounded, liberating, student-led critical pedagogy.
Schmid, Jakob Robert, and Boris Fraenkel (1971). Le maître-camarade et la pédagogie libertaire. Paris: François Maspero.
Shukaitis, Stevphen. 2009. “Infrapolitics and the Nomadic Educational Machine.” Pp. 166-174 in Contemporary Anarchist Studies: An Introductory Reader of Anarchy in the Academy. Edited by Randall Amster, et. al. New York: Routledge.
Solà, Pere (1980). Educació i moviment llibertari a Catalunya (1901–1939). Barcelona: Edicions 62.
– – – (1976). Las Escuelas Racionalistas en Cataluña (1909–1939). Barcelona: Tusquets.
Spring, Joel (2006). Wheels In the Head: Educational Philosophies of Authority, Freedom, and Culture From Socrates to Human Rights. Mahwah, N.J. : L. Erlbaum Associates, Publishers.
– – – (1998). A Primer of Libertarian Education. Montréal: Black Rose Books.
Stirner, Max (2005). “The False Principles of Our Education.” No Gods No Masters: An Anthology of Anarchism. Ed. Daniel Guérin. Oakland: AK Press. 17-21.
Suissa, Judith (2019). “Anarchist Education.” The Palgrave Handbook of Anarchism. Cham: Palgrave Macmillan. 511-529.
– – – (2015). “Character Education and the Disappearance of the Political.” Ethics and Education 10.1: 105-117.
– – – (2010). “‘The Space Now Possible’: Anarchist Education as Utopian Hope.” Anarchism and Utopianism. Ed. Laurence Davis and Ruth Kinna. Manchester: Manchester University Press.
– – – (2010). Anarchism and Education: A Philosophical Perspective. Oakland, CA: PM Press.
– – – (2004). “Vocational Education: A Social Anarchist Perspective.” Policy Futures in Education 2.1: 14-30.
– – – (2001). “Anarchism, Utopias and Philosophy of Education.” Journal of Philosophy of Education 35.4: 627-646.
Tager, Florence (1986). “Politics and culture in anarchist education: The modern school of New York and Stelton, 1911–1915.” Curriculum Inquiry 16.4: 391-416.
Vernet, Madeleine (1911). L’Avenir social: cinq années d’expérience éducative 1906-1911. Épone: Édition de L’Avenir social.
Widmer, Kingsley (1980). “Anarchism vs. Schoolism: The Influential Case of Paul Goodman.” Social Anarchism 1: 17-28.
– – – (1971). “Subterranean Universities? Reflections on Utopian Institutions.” AAUP Bulletin 57.4: 470-474.
Haworth, Robert H., and John M. Elmore, eds. (2017). Out of the Ruins: The Emergence of Radical Informal Learning Spaces. PM Press.
- Introduction: Thoughts on Radical Informal Learning Spaces | Robert H. HaworthSection 1: Critiques of EducationChapter 1: Miseducation and the Authoritarian Mind | John M. Elmore
Chapter 2: Don’t Act, Just Think! | David Gabbard
Section 2: Constructing Theoretical Frameworks for Educational Praxis
Chapter 3: From the Unlearned Un-man to a Pedagogy without Moulding: Stirner, Consciousness-Raising, and the Production of Difference | Rhiannon Firth and Andrew Robinson
Chapter 4: Creating Transformative Anarchist-Geographic Learning Spaces | Farhang Rouhani
Chapter 5: The Wretched of the Network Society: Techno-Education and Colonization of the Digital | Petar Jandrić and Ana Kuzmanić
Section 3: The Emergence of Radical Informal Learning Spaces: “Using the Institutional Space without Being of the Institution”
Chapter 6: What Do We Mean When We Say “Democracy”? Learning towards a Common Future through Popular Higher Education | Sarah Amsler
Chapter 7: The Space Project: Creating Cracks within, against, and beyond Academic-Capitalism | Andre Pusey
Chapter 8: Anarchists against (and within) the Edu-Factory: The Critical Criminology Working Group | Jeff Shantz
Chapter 9: Teaching Anarchism by Practicing Anarchy: Reflections on Facilitating the Student-Creation of a College Course | Dana Williams
Section 4: Of the Streets and the Coming Educational Communities
Chapter 10: Toward an Anti- and Alter-University: Thriving in the Mess of Studying, Organizing, and Relating with ExCo of the Twin Cities | Erin Dyke and Eli Meyerhoff
Chapter 11: What Is Horizontal Pedagogy? A Discussion on Dandelions | Authors: David I. Backer, Matthew Bissen, Jacques Laroche, Aleksandra Perisic, and Jason Wozniak | Participants: Christopher Casuccio (“Winter”), Zane D.R. Mackin, Joe North, and Chelsea Szendi Schieder
Chapter 12: Street Theory: Grassroots Activist Interventions in Regimes of Knowledge | Sandra Jeppesen and Joanna Adamiak
Chapter 13: Theory Meet Practice: Evolving Ideas and Actions in Anarchist Free Schools | Jeff Shantz
Haworth, Robert H., ed. (2012). Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education. Oakland, CA: PM Press.
- Introduction | Robert H. HaworthSection I: Anarchism & Education: Learning from Historical ExperimentationsDialogue 1 (On a desert island, between friends) | Alejandro de Acosta 12
Chapter 1: Anarchism, the State, and the Role of Education | Justin Mueller 14
Chapter 2: Updating the Anarchist Forecast for Social Justice in Our Compulsory Schools | David Gabbard
Chapter 3: Educate, Organize, Emancipate: The Work People’s College and The Industrial Workers of the World | Saku Pinta
CHAPTER 4: From Deschooling to Unschooling: Rethinking Anarchopedagogy after Ivan Illich | Joseph Todd
Section II: Anarchist Pedagogies in the “Here and Now”
Dialogue 2 (In a crowded place, between strangers) | Alejandro de Acosta 88
CHAPTER 5 Street Medicine, Anarchism, and Ciencia Popular | Matthew Weinstein 90
CHAPTER 6 Anarchist Pedagogy in Action: Paideia, Escuela Libre | Isabelle Fremeaux and John Jordan 107
CHAPTER 7 Spaces of Learning: The Anarchist Free Skool | Jeffery Shantz 124
CHAPTER 8 The Nottingham Free School: Notes Toward a Systemization of Praxis | Sara C. Motta
CHAPTER 9 Learning to Win: Anarchist Infrastructures of Resistance | Jeffery Shantz
CHAPTER 10 Inside, Outside, and on the Edge of the Academy: Experiments in Radical Pedagogies | Elsa Noterman and Andre Pusey
CHAPTER 11 Anarchy in the Academy: Staying True to Anarchism as an Academic-Activist | Caroline K. Kaltefleiter and Anthony J. Nocella II
Section III Philosophical Perspectives and Theoretical Frameworks
Dialogue 3 (On a mountaintop, between two who are in fact one) | Alejandro de Acosta
CHAPTER 12 To Walk Questioning: Zapatismo, the Radical Imagination, and a Transnational Pedagogy of Liberation | Alex Khasnabish
CHAPTER 13 Anarchism, Pedagogy, Queer Theory and Poststructuralism: Toward a Positive Ethical Theory, of Knowledge and the Self | Lucy Nicholas
CHAPTER 14 Anarcho-Feminist Psychology: Contributing to Postformal Criticality | Curry Stephenson Malott 260
CHAPTER 15 Paideia for Praxis: Philosophy and Pedagogy as Practices of Liberation | Nathan Jun
CHAPTER 16 That Teaching Is Impossible | Alejandro de Acosta
CHAPTER 17 Against the Grain of the Status Quo: Anarchism behind Enemy Lines | Abraham P. DeLeon
Afterword: Let the Riots Begin | Allan Antliff
Coté, Mark, Richard J. F Day, and Greig de Peuter, eds. (2007). Utopian Pedagogy: Radical Experiments Against Neoliberal Globalization. Toronto: University of Toronto Press.
- Introduction: What is Utopian Pedagogy? | Mark Coté, Richard J. F Day, and Greig de PeuterUtopian thinking in dangerous times: Critical pedagogy and the project of educated hope | Henry A. GirouxTeaching and tear gas: the university in the era of general intellect | Nick Dyer-Witheford
Academic freedom in the corporate university | Ian Angus
Revolutionary learning: student resistance/student power | Mark Edelman Boren
Exiled pedagogy: from the ‘Guerrilla’ classroom to the university of excess | Jerry Zaslove
Universities, intellectuals, and multitudes | Stuart Hall
From intellectuals to cognitarians | Franco Berardi (Bifo)
Diffused intellectual: women’s autonomy and the labour of reproduction | Mariarosa Dalla Costa
Conricerca as political action | Guido Borio, Francesca Pozzi, and Gigi Roggero
On the researcher-militant | Colectivo Situaciones
Making of an antiracist cultural politics in post-imperial Britain: the new beacon circle | Brian W. Alleyne
‘Before coming here, had you thought of a place like this?’: notes on ambivalent pedagogy from the cybermohalla experience | Shveta Sarda
Transformative social justice learning: the legacy of Paulo Freire | Carlos Alberto Torres
Breaking free: anarchist pedagogy | Allan Antliff
Enigma in the education system: Simon Fraser University and the Secwepemc Cultural Education Society | Richard Toews and Kelly Harris-Martin
Subaltern act! Peasant struggles and pedagogy in Pakistan | Imran Munir
‘Let’s talk’: the pedagogy and politics of antiracist change | Sarita Srivastava
Present and future education: a tale of two economies | Michael Albert
Academicus affinitatus: academic dissent, community education and critical U | Mark Coté, Richard J. F. Day, and Greig De Peuter
Special journal issues
Educational Studies 48.1 (2012): special issue on anarchism
- “‘All this Boundless Multitude:’ Rereading Mikhail Bakunin for EcoJustice Education.” | Rebecca A. Martusewicz | 1-4 “’Anarchism… Is a Living Force Within Our Life…’: Anarchism, Education and Alternative Possibilities.” | Abraham DeLeon | 5-11 “Loving-Teaching: Notes for Queering Anarchist Pedagogies.” | Jamie Heckert, Deric Shannon, and Abbey Willis | 12-29
<– Abstract: At times radical theory can propose a singular story of the nature of power, suggesting that it must either be taken or abolished. This then becomes intertwined with a pedagogical strategy of recruitment, whereby others are encouraged to share in this ideological framework and the political practices based upon it. In this paper, we propose an alternative based on practices of freedom and the role of love in subverting interdependent patterns of normativity and hierarchy. Bringing together anarchist, feminist and queer theories alongside authoethnographic accounts from classrooms and other spaces of pedagogy, we highlight the value of a multiplicity of stories, of telling stories and doing roles differently, and of releasing stories for the immediacy of connection.
“‘We Teach All Hearts to Break’: On the Incompatibility of Education with Schooling at All Levels, and the Renewed Need for a De-Schooling of Society.” | Christian Garland | 30-38
“In Defense of Mathematics and its Place in Anarchist Education.” | Mark Wolfmeyer | 39-51
“‘Love and Rage’ in the Classroom: Planting the Seeds of Community Empowerment.” | Kurt Love | 52-75
“Anarchist, Neoliberal, & Democratic Decision-Making: Deepening the Joy in Learning and Teaching.” | Felecia Briscoe | 76-102
Review of “Contemporary Anarchist Studies: An Introductory Anthology of Anarchy in the Academy” | Erin E. Doran | 103-107
Review of “Anarchism and Education: A Philosophical Perspective” | John Lupinacci | 108-111
“Time Exposure.” | Eugene F. Provenzo | 112-113
- Discovering Homer Lane | John Ellerby | 129The legacy of Homer Lane | David Wills | 135Recollecting Homer Lane | A. S. Neill | 144
The Little Commonwealth in time | Anthony Weaver | 147
The Homer Lane Society | Roy Frye | 151
Not quite the right idea | Leila Berg | 153
Chessman’s bequest to his executioners | Richard Drinnon | 158
- “Goodman’s ‘Community of Scholars'” | 33″The community of scholars: an English view” | Tom Jones | 39″Stolen fruits of a classical education” | Simon Raven | 43
“Primitive societies and social myths” | Kenneth Maddock | 45
“Schizophrenia: a social disease” | John Linsie | 56