Readings & Resources
WEEK 1: QUAKERTOWN & RELATED HISTORY
Required Reading:
Hawthorne, Camilla. “Black matters are spatial matters: Black geographies for the twenty-first century,” Geography Compass. July 25, 2019.
Hunter, Tera. To ‘Joy My Freedom: Southern Black Women’s Lives and Labors After the Civil War. Cambridge: Harvard University Press, 1998. (Chapter 2)
Roberts, Andrea and Mohammad Javad Biazar. "Black Placemaking in Texas: Sonic and Social Histories of Newton and Jasper County Freedom Colonies." Current Research in Digital History 2 (2019).
Sitton, Thad, and James H. Conrad. Freedom Colonies: Independent Black Texans in the Time of Jim Crow. Austin: University of Texas Press, 2005. (Chapters 2, 3, and 5)
Watch:
Henry Louis Gates Jr.’s “Reconstruction: America After the Civil War,” PBS Documentary, 2019, https://www.youtube.com/watch?v=8dS_lYUiYF4.
Quakertown History:
Douglas, Lara. “Quakertown.” Texas Historical Commission Subject Marker Application, 2011.
Folklife Preservation. Quakertown: 1870-1922: City of Denton. Denton County, Texas: Denton County Historical Commission, 1991.
Glaze, Michele Powers. “The Quakertown Story.” The Denton Review: A Journal of Local History. The Historical Society of Denton County, 3.1 (1991) 3-24.
Teague, Hollie. “Bullets and Ballots: Destruction, Resistance, and Reaction in 1920s Texas and Oklahoma.” Great Plains Quarterly, 39.2 (2019): 159-177.
Recommended Reading:
Barton, Craig, ed. Sites of Memory: Perspectives on Architecture and Race. New York: Princeton Architecture Press, 2001.
Hale, Grace Elizabeth. Making Whiteness: The Culture of Segregation in the South, 1890-1940. New York: Pantheon Books, 1998.
Hayden, Dolores. The Power of Place: Urban Landscapes as Public History. Cambridge: The MIT Press, 1999.
Silver, Chris. “Racial Origins of Zoning in American Cities” in June Manning Thomas and Marsha Ritzdorf, eds., Urban Planning and the African American City: In the Shadows Thousand Oaks, CA: Sage, 1997.
WEEK 2: TEACHING QUAKERTOWN HISTORY & SOCIAL JUSTICE PEDAGOGY
Required Reading:
Adams, Maurianne and Ximena Zúñiga. “Getting Started: Core Concepts for Social Justice Education.” Teaching for Diversity and Social Justice, 2nd ed., edited by Maurianne Adams and Lee Anne Bell, Routledge, 2016 pp.143-184.
Simon, Roger I. “Exhibiting Archival Photographs of Racial Violence as a Pedagogy of Witness,” A Pedagogy of Witnessing: Curatorial Practice and the Pursuit of Social Justice. Albany: SUNY Press, 2014.
Dessel, Adrienne and Timothy Corvidae. “Experiential Activities for Engaging Intersectionality in Social Justice Pedagogy.” Intersectional Pedagogy: Complicating Identity and Social Justice, edited by Kim A Case. Routledge, 2017.
Heyman, Rich. "Inventing Geography: Writing as a Social Justice Pedagogy." Journal of Geography 103.4 (2004): 139-52.
Recommended Reading:
Adams, Maurianne and Lee Anne Bell, editors. Teaching for Diversity and Social Justice. 2nd ed. Routledge, 2016
Berila, B. (2016). Integrating Mindfulness into Anti-Oppression Pedagogy: Social Justice in Higher Education. New York: Routledge, Taylor & Frances Group. 2016.
Chattopadhyay, Swati. “Architectural History and the Spatial Imagination.” Perspectives on History (January 2014).
Chapman, Thandeka K. and Nikola Hobbel. Social Justice Pedagogy across the Curriculum: The Practice of Freedom. New York: Routledge, 2010.
Davis, Tracy and Laura Harrison. Advancing Social Justice: Tools, Pedagogies, and Strategies to Transform Your Campus. San Francisco: Jossey-Bass. 2013.
Ludlow, Jeannie. “From Safe Space to Contested Space in the Feminist Classroom.” Transformations, Xv(1), 40 2004
Activity Resource:
WEEK 3: EXPERIENTIAL/PLACE BASED LEARNING
Required Reading:
Association of American Colleges and Universities (2013). "Civic Engagement VALUE Rubric."
Ball, Eric L. and Alice Lai. “Place-Based Pedagogy for the Arts and Humanities,” Pedagogy, Volume 6, Issue 2, Spring 2006, pp. 261-287
Cramer, Elizabeth et al. “Using Experiential Exercises to Teach about Diversity, Oppression, and Social Justice.” Journal of Teaching in Social Work, 32:1–13, 2012
Esposito, Lauren. “Where to Begin? Using Place-Based Writing to Connect Students with Their Local Communities.” The English Journal , March 2012, Vol. 101, No. 4 (March 2012), pp. 70-76
National Society for Experiential Education, “Eight Principles of Good Practice for All Experiential Learning Activities.”
Nagda, Biren et al. “Transformative Pedagogy for Democracy and Social Justice.” Race Ethnicity and Education, 6:2: 165-191, 2003.
Nikitina, Svetlana. “Applied Humanities: Bridging the Gap between Building Theory and Fostering Citizenship.” Liberal Education, 95.1 (2009): 36-43.
Recommended Reading:
Aye Loya, Melody and Mo Cuevas. “Teaching Racism: Using Experiential Learning to
Challenge the Status Quo.” Journal of Teaching in Social Work, 30:288–299, 2010
Deringer, S. Anthony. “Mindful Place-Based Education: Mapping the Literature,” Journal of
Experiential Learning Volume: 40 issue: 4, page(s): 333-348 2017
Harrison, Mary-Catherine. "Rx for Reading Detroit: Place-Based Social Justice Pedagogy." Michigan Journal of Community Service Learning 23.2 (2017): 117-130.
Pugh, Greg. “The Experiential Learning Cycle in Undergraduate Diversity and Social Justice
Education.” Journal of Teaching in Social Work, 34:302–315, 2014
Interdisciplinary Approaches to Pedagogy and Place-Based Education: From Abstract to the
Quotidian
WEEK 4: ARTS BASED, EMBODIED MAKING & LEARNING
Required Reading:
Bresler, Liora. “Aesthetic-Based Research as Pedagogy: The Interplay of Knowing and Unknowing toward Expanded Seeing.” Handbook of Arts-Based Research.Ed. Patricia Leavy.The Guilford Press. New York. 2018, pp. 649-672.
Darts, D. (2004). Visual culture jam: Art, pedagogy, and creative resistance. Studies in Art Education, 45(4), 313-327.
Keifer-Boyd, Karen. “Arts-Based Research as Social Justice Activism: Insight, Inquiry, Imagination, Embodiment, Relationality.” International Review of Qualitative Research, vol. 4, no. 1, May 2011, pp. 3–19, doi:10.1525/irqr.2011.4.1.3.
Kuttner, Paul J. "Hip-Hop Citizens: Arts-Based, Culturally Sustaining Civic Engagement Pedagogy." Harvard Educational Review 86.4 (2016): 527-555.
Wagner, Anne E, and Shahjahan, Riyad A. “Centering Embodied Learning in Anti-Oppressive Pedagogy.” Teaching in Higher Education, vol. 20, no. 3, 2015, pp. 244–254.
Suggested Reading:
Amelia M. Kraehe & Keffrelyn D. Brown (2011) Awakening Teachers’ Capacities for Social Justice With/In Arts-Based Inquiries, Equity & Excellence in Education, 44:4, 488-511, DOI: 10.1080/10665684.2011.610682
Loveless, Natalie. How to Make Art at the End of the World; A Manifesto for Research Creation. Duke University Press. 2019.
Menakem, Resmaa. My Grandmother's Hands. Central Recovery Press. Las Vegas. 2017.
Scott, Julie-Ann. Embodied Performance as Applied Research, Art and Pedagogy. New York: Palgrave McMillan, 2018.
Graham, Mark. Art, “Ecology and Art Education: Locating Art Education in a Critical Place based Pedagogy,” Studies in Art Education 48.4 (2007): 375-391.
Matzke, Sarah. “Traversing the Succession of Space to Place to Home: a Kinesthetic Comprehension of the Body as It Forms an Epistemology of Space.” Research in Dance Education, 2021, pp. 1–11.
WEEK 5: CONTRIBUTING TO PUBLIC MEMORY
Activity Resource:
Roberts, Andrea. The Texas Freedom Colonies Project Atlas & Study.
http://www.thetexasfreedomcoloniesproject.com/
https://tamu.maps.arcgis.com/apps/MapSeries/index.html?appid=48f89e0f870c4400a990682a09cf919f
Preservation Practice Among Descendants of Texas’ Freedom Colonies
Publisher’s Website
Jennifer Minner, Andrea Roberts, Michael Holleran & Joshua Conrad (2018). “A Smart City Remembers its Past: Citizens as Sensors in Survey and Mapping of Historic Places”