Suchergebnisse

Contents -- Acknowledgments -- Preface -- Introduction Anger, Hatred, and Rage in Dark Times -- Chapter 1 In Defense of Hatred -- Hatred -- Hatred and Accountability: Two Examples -- Spectacular Violence -- "An Excellent Example" -- Against Carl Schmitt and Samuel P. Huntington -- Conclusion -- Chapter 2 Immanuel Kant on Thinking without the Constraint of Rules -- Introduction -- Revolution -- Enlightened Thinking -- Introducing Genius -- Revolution and Genius -- Response to Objections -- Conclusion -- Chapter 3 Frederick Douglass and the Politics of Rage -- Introduction -- Frederick Douglass -- Douglass and Rage -- Rage on Stage -- Narrating Rage -- Tactical Rage -- Rage as Critique -- Defending Rage -- Conclusion -- Chapter 4 W.E.B. Du Bois on Revolt as a Way of Life -- W.E.B. Du Bois -- Black Revolt: Historical Context -- Du Bois: Political Moderate or Theorist of Revolt? -- Revolt -- Democracy as Revolt or, Look! A "Free" Negro -- Critique and Truth Telling as Modes of Revolt -- Revolt and Pedagogy -- White Democracy, White Capitalism -- Fear of Domestic and International Race Revolt -- Revolt as a Way of Life -- Militant Citizens -- Response to Objections -- Conclusion -- Chapter 5 Hannah Arendt on Putting the Political Bank into Politics -- Introduction -- Resistance -- Authority -- Putting the Political Back into Politics -- Revolution -- Arendt Beyond Rawls and Foucault -- Conclusion -- Chapter 6 Gloria Anzaldúa Singing the Song of Herself -- Introduction -- The Poetics and Politics of Everyday Life -- Political Writing -- Culture of Resistance -- Freedom -- Beltrán's Critique of Anzaldúa -- Conclusion -- Chapter 7 Paulo Freire and the Pedagogy of Revolt -- Paulo Freire -- "I'm Neutral" -- Illiteracy -- Fundamental Inversion -- Pedagogy and Revolt -- Democracy without the Demos? -- Conclusion

Taking students to a local prison for a field trip is an effective way to engage students on issues central to democratic citizenship. Even if some students opt out of the voluntary prison visit, a field trip to a prison creates a vibrant learning environment where students can share their experience with other classmates as well as reflect on their experiences with authority figures. The visit to the prison also disrupts power relationships between student/instructor because all prison field-trip participants are inmates for a day. This chapter puts into question the authority, hierarchy and knowledge nexus via experiential learning and constitutes a contribution to a general theory of radical political theory pedagogy as the practice of equality.

ABSTRACTTaking students to a prison for a field trip creates an opportunity to engage students on issues central to democratic citizenship including democracy, power, and punishment. Although some students opt out of the prison visit, a field trip to a prison creates a vibrant learning environment where students can share their experience with other classmates as well as reflect on their experiences with authority figures. It also disrupts power relationships between students and instructors because all prison field trip participants are virtual inmates for a day.