Discussing our hopes and concerns during our first planning session
We have known each other since 2019 when we both helped to organize the Free Minds, Free People conference in the Twin Cities. We were two of the founding members of the first ever state chapter of the national Education for Liberation Network--Education for Liberation Minnesota (EdLibMN). Since that time, we have engaged in ongoing conversations about schooling, liberatory education, abolition, data technologies, Ethnic Studies, and our positionalities and community histories. The development and delivery of this course was supported by the Puzak Fund and the Provost’s Office at Carleton College and Project Pericles. As part of her teaching responsibilities at Carleton College, Anita teaches a senior seminar for students who are minoring in Educational Studies, and she can choose the topic for that course. She approached Marika about two years ago, asking her, “So what are you doing in Spring 2024?” We were excited about the possibility of co-planning and co-teaching a course for undergraduates.
We started planning our course in August 2023 in a weeklong retreat at Marika’s house! Amidst multiple cans of sparkling water, gales of laughter, and thousands of non-sequiturs, we started talking about our hopes, fears, and concerns about the co-teaching model. We delineated our goals and objectives for the course before we started brainstorming content. If you are planning to co-teach, we highly recommend that co-teachers spend time getting to know each other before getting into the nitty-gritty of planning.
Capturing our initial plans for the course
Starting the planning process many months before teaching the course allowed us to marinate on ideas--for example, we initially were going to teach about the School-to-Prison Pipeline, a concept familiar to us from teaching, research, practice, advocacy, and community organizing experiences at the local and national levels. However, after we had time to reflect on the initial list of topics, readings, and other materials we wanted to include, we realized that the framework we wanted to use for the class focused on how educational projects in the U.S., especially in K-12 schools, is built on and reinforces carceral logics. This shift helped us both broaden and deepen our course, allowing us to examine many more aspects of the educational ecosystem during the term.
The educational ecosystem in the U.S.