1.9 KiB
| title | has_sessions |
|---|---|
| Creating Community Safety from Racialized Policing Using Contextual Fluidity, an Emerging Practice Model for Anti-Oppressive Pedagogy Embracing Cultural Diversity | centeringmargins |
This syllabus will lay the groundwork for creating community safety using contextual fluidity1 amid the increasing criminalization of care, cultures of violence, and on- going genocide. It will generate discussion centering margins and inspire those who resist being excluded, oppressed, and live under the constant threat of violence. Tatum states that a subordinate group has to focus on survival in a situation of unequal power2 . Borrowing from black abolition feminist scholar Andrea Ritchie, movements against police violence should promote “…nurturing values, visions, and practices”. 3 Friere’s underlying message of conscientization in Pedagogy of the Oppressed is that it is everyone’s responsibility to respond to the situation positively and thoughtfully.4
Texts on Contextual Fluidity:
- Nelson, C.H, and Dennis H. McPherson. 2004. Contextual Fluidity: an emerging practice model for helping. n.p.: 2004.
- Canadian Association of Schools of Social Work Meeting and Wes Shera. Emerging Perspectives on Anti-Oppressive Practice. Canadian Scholars’ Press, 2003.
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Nelson, C.H, and Dennis H. McPherson. 2004. Contextual Fluidity: an emerging practice model for helping. n.p.: 2004. ↩︎
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Tatum, Beverly Daniel. "Chapter 2: The Complexity of Identity."; In Why are All the Black Kids Sitting Together in the Cafeteria?, 18. n.p.: 2002. ↩︎
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Ritchie, Police Violence, 239. ↩︎