ABSTRACT

Background

This article considers the speculative and pedagogical character of campus abolitionist organizing. Extending education research into the knowledge (re)producing functions of radical activism, we draw upon the Black Radical Tradition to theorize the intersections of learning and imagination in both activism and education.

Method

The article centers an autoethnographic case study emerging from the authors’ experiences at University of Pennsylvania and their conflicted positions as campus organizers and educational laborers. Centering a direct action around university reparations, the paper draws on recollections of the event and its preparations as well as audiovisual and written documentation.

Findings

Analyzing our experiences as educational laborers and organizers struggling toward liberation, we document movement-driven learning practices and strategies for navigating contradictions between the university’s professed public mission and the realities of its exploitation of neighboring communities, which has been the focus of national campus organizing in the wake of the 2020 protests for racial justice.

Contribution

We offer the concept of organizing pedagogies to foreground the role of activism in producing and disseminating knowledge and fostering contexts for collective learning, as well as the role of the radical imagination in shaping activist educators’ mobilizations to advance freedom struggles within and beyond campus.

中文翻译：

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组织教学法：通过激进的学习和行动超越校园运动的界限

摘要

背景

本文考虑了校园废奴组织的思辨和教学特征。将教育研究扩展到激进行动主义的知识（再）生产功能，我们利用黑人激进传统来理论化行动主义和教育中学习和想象的交叉点。

方法

这篇文章以作者在宾夕法尼亚大学的经历以及他们作为校园组织者和教育工作者的冲突立场为中心进行了一个民族志案例研究。该论文以围绕大学赔偿的直接行动为中心，借鉴了对事件及其准备工作的回忆，以及视听和书面文件。

发现

分析我们作为教育工作者和组织者为解放而奋斗的经历，我们记录了运动驱动的学习实践和策略，以解决大学宣称的公共使命与其剥削邻近社区的现实之间的矛盾，这一直是全国校园组织的重点2020 年种族正义抗议活动之后。

贡献

我们提供了组织教学法的概念，以突出激进主义在生产和传播知识以及培养集体学习环境方面的作用，以及激进想象力在塑造激进主义教育者的动员以推动校园内外的自由斗争中的作用。