POPULARITY
5 episodes with transgress
2 episodes with transgress
2 episodes with transgress
2 episodes with transgress
2 episodes with transgress
2 episodes with transgress
3 episodes with transgress
3 episodes with transgress
2 episodes with transgress
(Romans 3:23) How would you draw sin? Satan and the world draw only a picture of the pleasure of sin. God draws vivid pictures of sin's results. Today we examine three words that picture perfectly what sin is in the eyes of God. (0955250303) ----more---- What Does Sin Look Like? If you had to draw a picture of what sin looks like, what would that picture be? Our world draws a picture of pleasure and riches and happiness. That's the picture the devil wants to draw. But let the Lord, the true artist, the one who most accurately reflects all truth. Let him draw the picture, walk through scripture and see the pictures that he gives symbolic of sin. Biblical Symbols of Sin When He paints the picture, He says, it is darkness. It blinds. He calls it leaven. It spreads. He says, it's sickness and disease. It corrupts and it is pervasive. He calls it cords and chains. It binds a man, he calls it fire all consuming. He calls it poison deadly. I tell you, if we could see sin, like God sees it, no matter what kind of sin it is, we would think differently about the sin in our own life. Examples of Sin in the Bible It doesn't matter what your sin is. With Aiken, it was stealing with David, it was adultery. With Saul, it was jealousy. With Cane, it was murder. Judas was betrayal. Nebuchadnezzar's pride lot. And Deus loved the world. Coral rebelled against authority. Solomon loved pleasure anoni and of fire lied. Why do you think God gives us all of these pictures? He draws these pictures for us in scripture so that we will come to see sin like he sees it. Sin is worse than you think it is. It is worse than you think it is. The Nature of Sin It's a state of rebellion against God, an absence of righteousness. It is a nature that has come into every one of us. Romans chapter three, verse 23 says, "For all have sinned and come short of the glory of God." Do you know that you are a sinner by nature? That no matter what you have done or haven't done, you're a sinner because you were born that way? We're all born that way. It was passed on from Adam and Eve. In, into all of our lives and that we have become sinners by nature. You don't have to teach a child to misbehave or to cry. You have to teach it to be good and obey. Why is that? Because the rebellious part comes naturally to all of us. And then in a practical way, sin is an act. It's disobedience to the known and revealed will of God and our sin. Nature works its way out in our sins every day. Three Words That Describe Sin Now God calls sin many different things in scripture, but I want today to talk to you about three words, if I might, three words that really describes sin and the way God paints the picture of sin in scripture. God uses words to convey great truth. Every word is purposeful. And there are many different words used in the Bible for sin that help us understand it. Words like evil, that's a good word for sin. Or unrighteousness or wickedness or ungodliness. Those words are all used frequently. But there are three words that are used primarily to represent what sin is in the sight of a holy God. And I'm giving you these three today and I'm gonna give you a little object lesson and if I might for each, that I think will help you remember it. I hope you can see what I'm about to say. Sin, Transgression, and Iniquity The first word, the most obvious word is the word sin for all have sinned and come short of the glory of God. Now that word is used over 500 times in the Old Testament. It's used over 200 times in the New Testament. And the New Testament word that is used for sin literally means to miss the mark. Listen to Romans 3:23 again, "For all of sin and come short of the glory of God." So it is to fall short of the mark. You shoot at it you try to be good. You try to do right. You want to be perfect, but you miss it, and you miss it. Be it intentionally or unintentionally. You not only miss the mark, you hit the wrong mark. Imagine that we were shooting at a target. Some friends and I recently were doing that, had a great time together, and these men that I were, was with, they were much better shots than me. Let me tell you, it doesn't matter if you miss the bullseye by an inch or by a hundred yards either way, friend. You missed it, the bullseye, the perfection of a holy God. God is holy. Heaven is perfect. And it doesn't matter if you're a good moral person or you've lived the most immoral life possible. Either way, you are a sinner. You have missed God's mark. So if you can imagine a mark of holiness, of righteousness, that's God's standard. You fell short of that. Sin is missing the mark. The second word is the word transgress. And the word transgress is used all through scripture. It literally means to cross the line. So there's some lines God draws and he says, this is my law. This is what I expect out of you. This is what I want you to do in obedience. And when we transgress God's law, we rebel against God. We literally cross his line. So remember, sin falls short of God's perfect line. Transgression goes beyond God's line. It literally means to step over the line to cross the property line. One illustration of this in the Old Testament frequently we have reference to the ancient landmarks. Remove not the ancient landmarks, which thy fathers have set. Those ancient landmarks in Bible days were simply property lines. They didn't always have fence rows like we have today to mark property distinction. And so they had these landmarks set up and you didn't cross the ancient landmarks, and you certainly didn't remove them. They were there to show you what was yours and what was not. And God says, I have erected some ancient landmarks. That's my word. It's my law. And when you disobey me, you've crossed the line, you've transgressed. So now remember, sin is falling short of the line. Transgress is to go over the line. And the third word is the word iniquity. What does iniquity mean? It means crookedness. So imagine that iniquity is to draw a crooked line sin. It falls short of God's holy line. Transgression goes beyond God's. Line of law and iniquity means that where God wants a straight line drawn, I've drawn a crooked line. See, our God is always straight, always forthright, always the same, unchanging. But as sinners, we fluctuate back and forth. We break God's law. It literally means to be lawless. And when you live without law, you are living a crooked life. Did you know as a sinner, you're a crook? We wanna talk about other people being crooked and committing crimes, but we all are criminals in the sight of a holy God, we all. Are crooks. And if you think that's awfully cruel, that's awfully unkind. No friend. That's the truth that leads you to the greater truth. And what is that? That only God can forgive sin, and only God can bring his righteous record onto your account and only God can straighten out the crookedness that's in your soul. The Consequences of Sin Only God can do all of that in the life of an unbeliever sin. His unbelief, his rejection of a holy God will send him to hell forever. And the life of a believer sin is also awful. We have this idea, sometimes it's only bad for lost people. God especially deals with it in the lives of his own children. He hates sin in the life of his children and the life of a believer. You lose fellowship with God. You break fellowship with him because of your sin. Would you look at yourself today? It would you look at your sin, your transgression. Your iniquity, like God sees it. Would you look at the picture he has painted? Is that really what you want for your life? Oh my friend, the only victory over sin is through the savior. The Need for a Savior Sin is why we need a savior. There's no sense talking about Jesus. If you're not a sinner. If you don't need a savior, we need Christ because we are lost without him. If you don't know him as your personal savior, would you pray that simple prayer that Jesus taught Lord to be merciful to me, a sinner? And if you're a Christian and you say, I've already been saved, acknowledge this. You still have a sin nature. Be willing to agree with God about your sin. First John one, nine says, if we confess our sin, he is faithful and just to forgive us our sin and to cleanse us from all unrighteousness. What to Do About Sin Look, when you start talking about what the Bible says about sin, don't stop with sin. Run to Jesus. Just talking about sin will lead you to despair, getting beyond that to the savior now that will lead you to hope. Look to Jesus today and see what the Bible says. Not only about the reality of your sin, but the reality of his grace. Only Jesus can deal with your sin. Repeating what other people have said about the Bible is not enough. We must know the biblical reason behind what we believe. Outro and Resources We hope you will visit us at etj.bible to access our Library of Bible teaching resources, including book-by-book studies of scripture. You'll also find studies to watch, listen to, or read. We are so grateful for those who pray for us, who share the biblical content and for those who invest to help us advance this ministry worldwide. Again, thank you for listening, and we hope you'll join us next time on enjoying the Journey.
Série de Exposições no Livro do Profeta Amós
What am I actively doing at the moment to keep moving forward? What am I reading? A Gift of Love: Sermons from Strength to Love and Other PreachingsMartin Luther King Jrhttps://www.goodreads.com/book/show/13532185-a-gift-of-lovePedagogy of the OppressedPaulo FreireMyra Bergman Ramos (Translator),Donaldo Macedo (Introduction)https://www.goodreads.com/book/show/72657.Pedagogy_of_the_OppressedTeaching to Transgress: Education as the Practice of Freedombell hookshttps://www.goodreads.com/book/show/27091.Teaching_to_Transgress
Howdy my friend! This "Why did the men transgress against the God of their fathers?" is the December 19th Thursday truth study class. Blessings!—JC. ★ Support this podcast ★
Today, David is joined by Dr Shalini Jain and Dr Shailendra Jain. They are renowned business professors and global marketing and brand management thought leaders. Today, they and David look at what happens when brands let their employees, partners, financiers and customers down by failing to follow their brand values. They share 8 principles any business can use to avoid making a mistake or giving into temptation and transgressing. As well as explaining how to recover and realign if a transgression does occur. David helps owners and leaders to build their business without having to do it all themselves, so that they have a business that is ready to sell when they are ready. To build your business, so it is ready to sell, without the frustration and overwhelm, Download David's Free Guide '3 reasons you will never sell your business and how to fix it FAST! https://businessbreakthrough.live/3reasons/3-reasons KEY TAKEAWAYS People no longer just believe the marketing; they research whether firms live by the principles they expound. Gen Z will soon be the largest consumer group - they really care about brand values. Living up to brand values is an ongoing endeavour, you will always be tweaking what you do. Even good brands can make mistakes or be tempted to transgress. Be transparent. Never use the say-nothing approach. When something goes wrong, immediately acknowledge the pain. Putting profit before all else never works e.g. thinking the profit you will make will more than cover having to pay compensation. By doing the right thing Tylenol increased sales by 40%. Other examples are shared. Founding your business on strong principles and following them energises your business. They fuel you and push you to always do better. When you and your team strive to work in line with your principles the probability of brand transgressions minimises. Company culture decides whether your employees will follow brand values. BEST MOMENTS “We have found that if you are transparent, treat lives with dignity and do the right thing, you cannot fail to make a profit.” “Both positive and negative outcomes lead back to leadership.” “When a brand transgresses the news spreads at lightning speed.” “When these are the principles that are the wind behind your wings .. the probability of brand transgressions minimizes.” “Acknowledge the pain and the hurt of the victims right away.” “Don´t shy away from your mistakes.” RESOURCES https://www.brandtransgressions.com Book - https://www.amazon.com/Managing-Brand-Transgressions-Principles-Transform/dp/150152108X Volkswagen scandal - https://www.bbc.com/news/business-34324772 Tylenol - https://univpgri-palembang.ac.id/case_study/tylenol-scandal-and-crisis-management ABOUT THE HOST David Roberts is a highly regarded CEO, mentor, and investor with 30 years of experience across multiple sectors. As an intrapreneur and entrepreneur, David has bought, grown, started and sold several businesses, working with values-driven start-ups, award-winning SMEs, and multinational corporations on strategies for service excellence, leadership, and profitable growth. David's passion is for purpose and creating an environment where everyone can succeed, through building teams that get things done, execute on their mission with passion, deliver exceptional service and really make a difference. CONTACT METHODS LinkedIn - https://www.linkedin.com/in/david-roberts-nu-heat Facebook - https://www.facebook.com/DavidRobertsPeopleWithPurpose David's Facebook - https://www.facebook.com/dave.roberts.5076798 Instagram - https://www.instagram.com/davidcroberts_ Email - david@peoplewithpurpose.live
Poucas horas após a abertura da venda de ingressos, basicamente, esgotaram-se as entradas. O musical Torto Arado, adaptação da premiada obra de Itamar Vieira Junior, chega a São Paulo (SP) numa data especial: 20 de novembro, dia da consciência negra. Embora seja uma temporada de quase um mês no Sesc 14 Bis, não há mais entradas para o […] O post Musical Torto Arado estreia em SP com Larissa Luz levando coragem e transgressão de Elza Soares aos palcos apareceu primeiro em Rádio Brasil de Fato.
Convidamos você a meditar nas Escrituras Sagradas e orar por sua família conosco. Sua fé será aumentada e juntos conheceremos mais de Deus a cada dia. Inscreva-se no Podcast Família & Fé! E para mais informações, pedidos de oração ou contribuir conosco, envie-nos um email para: familiaefe.info@gmail.com
This week's show is with Vanya Leilani. Vanya is a depth psychologist, writer, teacher and storyteller. She has spent decades exploring the threshold where the external “shoulds” in our lives encounter our own wild knowing and un-knowing. She is passionate about helping us cultivate deeper friendship with our own lives as we learn to live from nature, rather than from obedience to the status quo. She devotes herself to this work through individual accompaniment, sacred gatherings, storytelling, teaching, and writing. Vanya holds a PhD in Depth Psychology with emphasis in Jungian and Archetypal Studies. She has also completed a certificate training intensive with Dr Clarissa Pinkola Estes and has served as an adjunct professor at Pacifica Graduate Institute teaching on the creative power of archetypes. Vanya was born and raised in southeastern Brazil and currently lives in the woods of the Pacific Northwest of the United States, where she tends to the land and many animals. 'The Flesh and the Fruit: Remembering Eve and the Power of Creative Transgression' by Vanya Leilani will launch on October 11th 2024 with pre-orders available from the webshop. Vanya Leilani remembers the story of Eve in the Garden of Eden, not only exposing the harmful ways it has been used, but more importantly, uncovering what is hidden in this story: the Goddess in the Garden, along with her ways of being and knowing. In this conversation, Lian and Vanya explore the archetype of Eve, challenging traditional narratives that have painted her as a symbol of guilt and shame. They discuss the cultural implications of Eve's story, the importance of reclaiming her as a figure of empowerment, and the concept of transgression as a means to sovereignty. Vanya shares her personal journey of connecting with Eve, emphasising the need for women to embrace their desires and step beyond societal boundaries. This episode is a call to recognise and reclaim Eve's medicine, which lies in her duality of carrying both our wounds and our healing. We'd love to know what YOU think about this week's show. Let's carry on the conversation… please leave a comment wherever you are listening or in any of our other spaces to engage. What you'll learn from this episode: Eve is often misrepresented as a symbol of guilt and shame, and the narrative around her has profound implications, both collectively and personally, and both consciously and subconsciously, regardless of our background. Reclaiming Eve is perhaps essential for women's empowerment, allowing us to question the cultural narratives that shape our understanding of femininity and spirituality. Eve's medicinal story invites us to step beyond cultural boundaries, to remember our true selves and our spiritual sovereignty. Resources and stuff spoken about: Visit Vanya's website Vanya's Instagram Pre-order Vanya's book: The Flesh and The Fruit Join UNIO, the Academy of Sacred Union. This is for the old souls in this new world… Discover your kin & unite with your soul's calling to truly live your myth. Be Mythical Join our mailing list for soul stirring goodness: https://www.bemythical.com/moonly UNIO: The Academy of Sacred Union: https://www.bemythical.com/unio Go Deeper: https://www.bemythical.com/godeeper Follow us: Facebook Instagram TikTok YouTube Thank you for listening! There's a fresh episode released each week here and on most podcast platforms - and video too on YouTube - if you subscribe then you'll get each new episode delivered to your device every week automagically (that way you'll never miss an episode).
Como reparar os danos dos meus Pecados e Transgressões? Por que o justo sofre e o ímpio prospera? 613 fios na Corda da Conexão com D'us - 613 Mitzot e preceitos judaicos Um Mandamento Positivo Perdido= Luz Divina Perdida e não transmitida ao mundo. TANYA Igueret Hateshuvá caps. 5,6 GPS PARA A ALMA cap. 42B #chassidut #mistica #judaismo #tanya #alterrebbe #chassidim #rebbe# #teshuva #almajudaica #gpsparaalma #Rebe #Kedusha #tzadik #Tsadik #arrependimento #retorno #teshuvah #elul #benoni #beinoni #chabad #chassid #gpsalma CURTIU A AULA? FAÇA UM PIX RABINOELIPIX@GMAIL.COM E NOS AJUDE A DARMOS SEQUÊNCIA!
Como reparar os danos dos meus Pecados e Transgressões? Por que o justo sofre e o ímpio prospera? 613 fios na Corda da Conexão com D'us - 613 Mitzot e preceitos judaicos Um Mandamento Positivo Perdido= Luz Divina Perdida e não transmitida ao mundo. TANYA Igueret Hateshuvá caps. 5,6 GPS PARA A ALMA cap. 42B #chassidut #mistica #judaismo #tanya #alterrebbe #chassidim #rebbe# #teshuva #almajudaica #gpsparaalma #Rebe #Kedusha #tzadik #Tsadik #arrependimento #retorno #teshuvah #elul #benoni #beinoni #chabad #chassid #gpsalma CURTIU A AULA? FAÇA UM PIX RABINOELIPIX@GMAIL.COM E NOS AJUDE A DARMOS SEQUÊNCIA!
Cultura em Pauta #775 19/07/2024
Quando falamos em pecado, falamos em - nada mais nada menos - desobediência a Deus, o que já é algo preocupante. No entanto, além do pecado, a Bíblia também fala de outros 2 níveis de desobediência a Deus: a INIQUIDADE e a TRANSGRESSÃO. Quer saber o que é cada um e se você está cometendo algum desses na sua vida ou não? Ouça até o final descubra.
Isabella “Isa” Blagden, 1816/17-1873.
Amabilis de Jesus é doutora em Artes Cênicas/Figurino pela UFBA, mestre em Teatro pela UDESC, especialista em Fundamentos Estéticos para a Arte-Educação pela FAP, licenciada em Artes Plásticas pela UFPR. Desde 1996 é professora no Colegiado de Artes Cênicas da UNESPAR – Campus de Curitiba II – FAP, das disciplinas de Figurino, Cenografia e Estudos da Performance. Também atua como figurinista em parceria com diversos grupos de teatro, teatro de animação, dança e música. Tem experiência na área de Artes, com ênfase em: teatro, dança, figurino, performance e teatro de animação. @amabilisjesus Release: Construída em processo, a cabaréturgia foi feita em diálogo com a artista, escritora e pesquisadora pernambucana Renata Pimentel, e segue a investigação selvática acerca da América Latina e sua produção cultural de massa, na busca por refletir a arte que produzimos e seus contextos de forma crítica e divertida. O espetáculo se passa em um coquetel, onde as governantas de um teatro recebem o público e o introduz nas temáticas da peça. Nessa recepção se fundem os universos de Glück e Copi, que se desdobram em três capítulos de uma novela exibida no canal latino-americano de telecomunicações Adoráveis Transgressões. O enredo brinca com uma Rússia imaginária como tradição teatral, porém vai sendo cena a cena atacado e roído pelas ratas cabareteras latino-americanas. Como em um pesadelo o sentido narrativo dá espaço para a ética do cabaré, que concede às personagens uma voz sarcástica, delirante, mordaz e autocrítica em diversos jogos metalinguísticos, expondo relações que acontecem além da narrativa, possibilitando que se vejam outras camadas da cena, como em um raio x. Ficha Técnica: ELENCO: Bialopse, Fernanda Fuchs, Má Ribeiro, Marina Viana, Nina Ribas, Patrícia Cipriano, Princesa Ricardo Marinelli, Ricardo Nolasco e Stéfani Belo CABARÉTURGIA E DIREÇÃO: Gabriel Machado e Ricardo Nolasco DRAMATURGIA: Renata Pimentel ASSISTÊNCIA DE DIREÇÃO E PREPARAÇÃO VOCAL: Angela Stadler DIREÇÃO DE MOVIMENTO E MAQUIAGEM: Princesa Ricardo Marinelli LUZ: Semy Monastier FIGURINO: Amabilis de Jesus CENOGRAFIA E EFEITOS ESPECIAIS: Paulo Carneiro PRODUÇÃO: Cacá Bordini ARTE GRÁFICA: Thalita Sejanes @selvaticaoficial
Os que amam a Deus são os que guardam os Seus mandamentos, estes terão suas transgressões apagadas.
In this episode, we discuss bell hooks's work “Teaching to Transgress” and education as the practice of freedom. What is my (your) educational philosophy? For me, being an educator and teaching is a movement. And the classroom (literal and figuratively) is the place to eliminate limiting beliefs, gain experience, and get exposure. How can you and those you serve reach their full potential (self-actualization)? How can you transgress? This podcast, Journey Toward More, is available on iTunes, Google, YouTube, Spotify, and Amazon Music/Audible. And remember: • Subscribe and Share • Download • Listen to previous episodes • Review and Comment •Rate and Like New episodes uploaded weekly! Previous episodes are available. Join me on the journey and aspire for more! RESOURCES: For more information about or to register for Morocco retreat: bit.ly/c4ctravelgroup ******************* Grab your copy of the Playbook, “Manifesting More: A Playbook for Planning and Living on Purpose,” “You Can,” “R.E.A.P. More” and “Reading as a Social Action: Women Aspiring for More” at DrTammyFrancis.com or online at Amazon. ******************* SUBSCRIBE to my YouTube channel, Dr. Tammy Francis. www.youtube.com/DrTammyFrancis • Turn on your NOTIFICATIONS so you are notified when there's new content. You will find videos and podcast episodes there. • Give the videos a THUMBS UP as you watch or listen. CONNECT WITH DR. TAMMY: • Linkedin: https://www.linkedin.com/in/dr... Be sure to follow me across all social media platforms (Facebook, Instagram, X (formerly known as Twitter), and TikTok @DrTammyFrancis. Connect with me via https://linktr.ee/drtammyfranc... • Also, visit www.catalyst4changeglobal.net. Follow @c4cglobal1 across social media. ABOUT DR. TAMMY: Affectionately called Dr. Tammy, The Catalyst, she is the founder and CEO of Catalyst 4 Change Global, LLC. Dr. Tammy is an edupreneur. She is a Global Strategist, Educator, Consultant, Educational Researcher, Speaker, Author, Podcaster, Mentor, and Traveler. Dr. Tammy has a Ph.D. in Curriculum and Instruction and has taught for over 23 years in the traditional educational system--grades 6-12 and higher education. Dr. Tammy has a holistic approach to learning and development (talent development). She helps women, educators, leaders, and entrepreneurs all over the world leverage the opportunities of the digital economy and emerging technologies. She helps others create a strategy and action plan to upskill, reskill, and retool and provide access to resources to assist in their transition and growth. She has served as a catalyst and helped people in more than 15 countries with purpose-driven, creative solutions while preparing for the future. All that she does is grounded in and inspired by her work and philosophy as a JEDI (Justice, Equity, Diversity, and Inclusion >>> Belonging + Access) advocate.
In this episode, Dan and Lauren talk with Dr. Clare Forstie, an Education Program Specialist. She provides programming and consulting, with a particular interest in inclusive teaching principles and practices at the University of Minnesota. They discuss creating or joining faculty communities of practice, fostering engagement in the classroom, and balancing flexibility with structure in teaching spaces. Resources mentioned in this episode include: Teaching to Transgress (to learn more about classes as communities) All About Love (to learn more about connecting care with action for change) CJ Pascoe's book: Nice Is Not Enough: Inequality and the Limits of Kindness at American High Creating Significant Learning Experiences with Dr. Dee Fink Subscribe to the POD Network Open Discussion Group at discussion@podnetwork.org Heather Dubrow, English professor at Fordham University, who described a teaching practice involving students' reflections on each others' contributions in class. It was highlighted in this Chronicle teaching newsletter ----more----
We continue our Season of Pleasure with this conversation with high school students Aleya, Kyree and their college instructors Beylul and Jill, who learn and teach at the Early College Academy Program with Coolidge High School and Trinity University in Washington, D.C. They share about the abundant pleasure that emerges when we learn in community, seek to see ourselves and each other in our teaching, and root ourselves in education as the practice of freedom. If pleasure can happen in the classroom, what does this look and sound like? We invite you to share your reflections. What can pleasure look and feel like in spaces of education? What is bringing you pleasure and rest this month? Send your thoughts to us at us@dancingondesks.org, leave an audio message, or slide into our DMs on IG @dancingondesks. Participate in Black Lives Matter Week of Action this Feb. 5-8, 2024. Find out what's happening in your area at: https://www.blacklivesmatteratschool.com/woa.html Transcript Finalized March 1, 2024 INTELLECTUAL INHERITANCE Teaching to Transgress, bell hooks Pedagogy of the Oppressed, Paulo Freire Culturally Responsive Teaching and the Brain, Zaretta Hammond Culturally Relevant Pedagogy: Asking a Different Question, Gloria Ladson-Billings Building Thinking Classrooms in Mathematics, Peter Liljedahl Saul Wiilliams at NuBlu NYC, @trishesmusic (TikTok) Meet the Robinsons, Walt Disney Pictures (2007) My School DC - Coolidge HS “Israel kills dozens of academics, destroys every university in the Gaza Strip,” via Euro-Med Human Rights Monitor Myleik Teele's Podcast, #174: Let It Be Easy: Reducing the Addiction to Struggle MUSIC Dancing on Desks theme song composed and arranged by Mara Johnson and Elliott Wilkes “Can't Go Back” prod by rémdolla (Yebba x Sampha type beat) “Change the World” prod. Bailey Daniel (Outkast type beat) “Soul Cry” prod by Kulture Kat “Loving You Mine” prod by Jonah Bru “Tone” prod by rémdolla “Sanctuary” prod by rémdolla jazz slow “Opal” prod by rémdolla ”110” prod by roku beats “Evenings in Cali” prod by loopy “Nineteen” prod by marvin “Tea” prod. by Metz Music --- Send in a voice message: https://podcasters.spotify.com/pod/show/dancingondesks/message
'What does the kohen transgress if he doesn't go duchan?'
King Jesus gave us a royal law, one of two that sum up all God's laws and the prophets: Love your neighbor as yourself. But what does that mean? Thankfully Jesus explained. James brought this up because it addressed the churches' tendency to favor the rich. It gets to the very heart of God.
Li Sumpter:So welcome back to another episode of Future Memory. My guest today is Jesse Hagopian. He is a Seattle-based educator and the author of the upcoming Teach Truth: The Attack on Critical Race Theory and the Struggle for Antiracist Education. Hagopian is an organizer with the Zinn Education Project and co-editor of the books Black Lives Matter at School: An Uprising for Educational Justice and Teaching for Black Lives. Welcome, Jesse.Jesse Hagopian:Oh, thanks so much for having me. Good to be with you. Li:Thank you for joining us. Well, I want to get started with some questions about your own education and how you got started. I was curious about what your own early education and high school experiences were like. As a youth, what ways did you relate to or even resist to your own classroom curricula? Jesse:I was very alienated from school growing up. I felt like it didn't really speak to me. I didn't feel like I was intelligent. I can remember very clearly a parent-teacher conference in third grade where the teacher brought us out into the hallway with me and my mom, and she took out my standardized testing scores and there was a blue line that ran through the middle that was the average, and then there was the dot far below that line that represented my reading scores.And I knew from that day forward until about halfway through college, I knew that I was not smart, and I had the test scores to prove it to you. And school just felt like a place that reinforced over and over again that I was not worthy, that I was not intelligent. And there was very little that we studied that was about helping me understand myself, my identity, my place in the world as a Black, mixed-race kid.And really, it was just a fraught experience, and I took quite a bit to get over that. I was sure I was going to fail out of college, that I wasn't smart enough to go to college. And I think that it was finally the experience of a couple of professors in college that showed that education could be more than just eliminating wrong answer choices at faster rates than other children, that it could be about understanding the problems in our world and how we can collectively solve those problems.And then I realized I did have something to contribute. Then I realized that I did have some perspectives on what oppression looks like and how it feels and what we might need to do to get out of it, and I was hungry to learn about the systems that are set up in our society to reproduce inequality. And that was a real change for me. But growing up, my mom would tell me, "You're good with kids. I think you're going to be a teacher." And I said, "That's the last thing I'm going to be."Li:Oh, really?Jesse:School is just so arduous, and why would I want to come back? And then she was right. I came back to my own high school. I came back to Garfield High School, where I graduated, and I taught there for over a decade now. Li:I think that's an amazing story, coming full circle to teach back where you got your first experiences in the classroom. And going back to that, I was wondering if you had any standout memories, like I did, with the actual content. You were saying you didn't relate to it so much, but I remember very clearly a moment with my mother coming to the school when I had a moment in the classroom around Tom Sawyer, Huckleberry Finn, things like that. Do you have any standout memories of content that really either made you feel excluded or exploited or any of these things that really stuck with you? Jesse:For sure. I mean, there are many experiences that I think shaped my approach to education throughout the years. I mean, one of my firsts is from kindergarten. I remember very clearly one of the boys called me the N-word. And I didn't really know what it meant, but I knew it was directed at me and not the other kids. So I went and told the teacher, but there was parent-teacher conferences going on and parents were coming through, prospective parents, to look at the school, and the teacher got just beet red in front of the parents and was very embarrassed that I had said this, and said, "Oh, yeah. We'll deal with that," and just sort of pushed it aside and never came back to it.And the message that I got was that I had done something wrong, like I had disrupted the education process and that it was wrong for me to have done that because nothing was taken care of. And that's something that still sits with me and I think guides a lot of my approach to how to handle situations in the classroom. And I can remember the first time I had a Black teacher and that I began to learn about Black history in sixth grade, an incredible educator named Faith Davis, taught us about ancient Egypt. And it was the first thing I really got excited about learning, and I was amazed by all these accomplishments that Black people had done.And then after that class, it just sort of disappeared for a long time, and I never learned about anything else that Black people had done, and it made me wonder, "Is that why I score so poorly on these tests? Because I'm Black? Because I don't see other people like me in the advanced classes? And maybe those aren't for us. Maybe it has something to do innately with my race." And that's such a disempowering feeling, and I wanted to ensure that no other kids had to go through that kind of humiliation. Li:No, that's a great point that you bring up because I think we had similar experiences. I was actually recently going through some old photos at my mom's house, and I came across my elementary school class photo, the classic one, everyone's lined up, shortest to tallest kind of thing. And there I was, the only Black child in a class of 25 white students. And I think at that young, innocent age, I didn't really understand what I was up against, and today's youth and teachers are facing so many challenges in the classroom today, things that I don't think either of us could have really imagined.And so, as I was exploring the amazing tools and campaigns that you've been authoring and spearheading, like Teaching for Black Lives, Black Lives Matter at School, and the Zinn Education platform of so many resources, I think, "What would my early school experience have been like if these tools were available?" Right?And I'm wondering, would you have thought the same thing? Because when I think about these amazing tools that are being offered, I just imagine, and we're not even talking about the digital stuff. I'm just talking about the things around critical race theory, these ideas, just about things that are showing a representation of Black folks. Like you said, even just having a Black teacher and what that meant for you. So even thinking about, what if the tools that you are all creating today were actually in your classroom back at Garfield when you were youth? Jesse:Oh, wow. That would've been incredible. I mean, at the Zinn Education Project, we have scores of free downloadable people's history lessons that center Black history and struggles against structural racism. And these lessons tell history from the perspective of people who have been marginalized, who have been pushed out of the centers of power. We look at the founding of America from the perspective of those who have been enslaved, not those who were doing the enslaving. We look at American history through the eyes of those who are organizing multiracial struggles for racial and social justice, not the ones that are trying to maintain segregation and hoarding wealth in the hands of the few.And I would've just lit up to be able to have a teacher say that your family's history matters, that struggles that your family went through shaped this country, and whatever semblance of democracy that we're able to hold onto in this country is the result of the Black freedom struggle and the result of multiracial struggles for social justice. Instead, we got the message in American government class that democracy is something that's handed down from those in power and those on high.I can remember, at Garfield High School, my American government teacher assigned a research project, and I did a project about J. Edgar Hoover, the FBI director. And it was the only paper I think I ever really tried on in high school. I was very disengaged from school and didn't see any point in it, but this research project captured my imagination because I learned about some really despicable things that someone in power had done.I couldn't believe that J. Edgar Hoover had led a campaign against the Black freedom movement, had targeted Martin Luther King, someone who we're all supposed to revere, and yet our government was wiretapping and even trying to get him to commit suicide and some pretty despicable things. And I poured myself into the research and I wrote the best paper I had done up until that point, and she gave me a C with the notes that the claims I was making were unsubstantiated. Li:Wow. Jesse:And it's clear that she just didn't agree, that she didn't want to hear that a white man in power had misused it. And that was a strong message I got that some ideas are off-limits, and it doesn't matter how hard you work. If you go against what makes a white teacher comfortable, then there are consequences for that.And after that, I really didn't want to try anymore. I didn't feel like my opinions mattered, and I would've loved to have a teacher help me understand how we can live in a society that calls itself the freest nation on earth, and yet was based on enslavement of Black people and genocide of Native people, continued with Jim Crow segregation to where up through my dad's generation couldn't vote if you were Black.And then in our own generation, we have mass incarceration. And how is it that racism continues to change in focus and character, but is a constant in American society? And I wasn't able to learn that until much later, and I would've loved to have some of the resources that the Zinn Education Project provides today. Li:Yes, you and me both. Jesse:Yeah. Li:And that brings me to my next question about one of your ongoing campaigns is Black Lives Matter at School. And this year, the 2023 Creative Writing Challenge prompt was, "How can a school community support you in being unapologetically Black?" How might the young Jesse have answered that same question? Jesse:Wow. Well, the young Jesse would've been scared to answer that question. Li:Really? Say more. Jesse:I think that because I was so worried about what it meant to be Black and what that meant about my intelligence, that being unapologetically Black was very foreign for me for far too long. It was hard to come to loving my blackness, and it was a long road to get there. And I'm just so glad that the Black Lives Matter at School movement exists, because so many children like me who are scared to embrace their blackness because they're afraid that it could make them labeled as lesser, not as beautiful, not as deserving of love, not as deserving of care, and everything that all of our kids deserve.Now, these students are celebrated in our Week of Action that happens the first week of February every year, and also on our Year of Purpose. So every month, we're revisiting the principles of the Black Lives Matter Global Network and we're highlighting different aspects of the Black freedom struggle. And this would've been transformative in my life, helped me come to love my blackness much earlier. And I hope that for many thousands of kids across this country, they are having that experience. Li:I love that answer. Thank you. So Garfield High School in Seattle is where you actually attended school as a youth and were also a teacher for over a decade. It's the place where your role as an activist also took root. So history was made here, not just for you as an individual, but really locally and then nationally. So why do you think this was happening at Garfield? Why Garfield High School? And what's the culture and social climate of this school that made it such fertile ground to spark local protests and now national change? Jesse:Yeah. I love that question because I bleed purple and I'm a Bulldog to the core. Garfield is a special place to me, and I think the history of the school is a lot of the reason why it was a fertile ground recently for social change. Garfield High School is the school that the founder of the Seattle chapter of the Black Panther Party graduated from in 1968, Aaron Dixon. Li:Wow. Jesse:It's the site where Stokely Carmichael came to speak as the Black Power movement was rising. And before that, Martin Luther King came and spoke at Garfield High School in his only visit to Seattle. It's the heart of the Central District, which was the Black neighborhood in Seattle that was redlined so that Black people could only live in that area. And for that reason, it developed a culture of resistance, and it's an important part of the Black freedom struggle throughout Seattle's history.And I think that in recent years, we've been able to revive some of that legacy in some of the struggles we've participated in. In 2013, we had a historic boycott of the MAP test, the Measures of Academic Progress test. And this was one of the myriad of high-stakes standardized tests that the kids had to take, and studies show that the average student in K-12 education now take 113 standardized tests. We used to take one in elementary, one in middle school, maybe a couple in high school, and now they're taking standardized tests just constantly.And this was a particularly egregious test that wasn't aligned to our standards. And finally, one educator at Garfield, Mallory Clarke, said she wasn't going to administer this test anymore, and she contacted me and wanted to know if I could help, and we began organizing the entire faculty at Garfield. And we called a meeting in the library and we asked everybody, "Is anybody getting useful information out of this test that's helping them with creating their curriculum?" And nobody found this test useful.And then Mallory said she wasn't going to give the test anymore, and who would join her? And we took a vote, and it was unanimous. Everybody said they were going to refuse to administer the test. And so, we organized a press conference in Mr. Gish's room, and we invited the media to come learn why we were going to refuse to give the standardized test, and one of the reasons is because of the legacy of standardized testing based in eugenics. Right? Li:Mm-hmm. Jesse:Standardized testing was created by open white supremacists. A man named Carl Brigham created the SAT exam out of Princeton University, and he was also the author of a book called The Study in American Intelligence, which was one of the Bibles of the eugenics movement. And the book concludes by lamenting that American intelligence is on the decline because we have more Black people than Europe does, and he fears that intermixing of the races will degrade the intelligence of Americans. And so, he created the SAT exam as a gatekeeper.And lo and behold, these tests prove that white native-born men were smarter than everybody else. Right? Well, they designed the test to show that, and then they get the feedback that they were looking for, and that's why people like W.E.B. Du Bois, Horace Mann Bond were some of the first opponents of these bogus IQ standardized testings that started to be grafted onto the public schools at the behest of the eugenics movement.And we knew this history. I'd read Wayne Au's book, Unequal By Design, that explained the racist history of standardized testing, and then we saw it playing out in our own school. We saw how English language learners would get low scores and it would make them feel deficient and unintelligent. But it wasn't measuring their intelligence. It was just measuring their proximity to white dominant culture, the English language, and not their intelligence. And we had so many examples of the way these tests were abusing kids, and we refused to do it. And the school district threatened the faculty of Garfield High School with a 10-day suspension without pay for the tested subject teachers in reading and math, and even our testing coordinator refused to administer the test. Jesse:Kris McBride was an amazing advocate for the MAP test boycott. And even the first-year teachers, who didn't have any tenure protections, none of them backed down. And at the end of the school year, not only did they not suspend any of the teachers because of the overwhelming solidarity we received from thousands of educators and parents and students, not only around the country but around the world, who had heard about our boycott, at the end of the year, they actually suspended the test instead and got rid of the MAP test for all of Seattle's high schools, and it was just a resounding victory. Li:Yeah. That's a triumph. That's a triumph for sure. Jesse:Yeah. Right? Li:And I was watching some of the news coverage, and it was just, like you said, quite a victory to have that test obliterated, really, just removed completely from the system, and also then making way for this idea of multiple literacies and ways of learning that are more just and equitable for all students. And I love to see that, like you said, it begins just with one person. Shout out to Mallory and everyone who followed that one teacher. And like you said, that's all it takes, but then just to see the students really take lead in their own way was a beautiful thing. Jesse:Yeah. Yeah. It was cool that the students, when they knew we weren't going to administer the test, they sent administrators in to try to get the students to march them off to the computer labs to take the test, and some of them just staged to sit in in their own classroom, refused to get up and leave, and then the ones that went just clicked the button on the computer through very quickly so the score was invalidated.So the BSU supported us and the student government supported us, and it was an incredible solidarity that emerged in this struggle. And it wasn't about not wanting assessment. I think as you said, we wanted more authentic forms of assessment, ones that could actually help us understand what our students knew. And we started doing much more performance-based assessments. Li:Right. Jesse:When you get your PhD, they don't want you to eliminate wrong answer choices at faster rates. They want to know, can you think? Can you create? Li:Right. Are you a critical thinker? Jesse:Right. Yeah. Can you critically think? Can you make a thesis and back it up with evidence? And so, that's what we began doing. We wanted to have kids develop a thesis. And it might not be at the PhD level, but it'll be at a developmentally appropriate level for them, and then back it up with evidence and then present that evidence to the class or to other teachers and administrators and defend their position, and that, I think, was a real victory for all of our students for authentic assessment. Li:And went down at Garfield. Jesse:Yeah. No doubt. No doubt. Li:So another question I got for you. Part of the work of Monument Lab is to engage community in the current state of monuments and public memory in this country and beyond. Have you made any connections to this parallel movement to take down monuments that stand as symbols that continue to uphold oppressive systems and then honor the same false histories that you and your comrades are fighting in the classroom? Jesse:Yeah. Definitely. I think one of my favorite assignments I ever gave my students at Garfield was to research the debate over monuments around the country and think about, "How do we decide as a society who to honor, and who should be honored, and who shouldn't be?" And all the students got a big chunk of clay and they created their own monument to replace one that they thought was inappropriate. And so, many chose Confederate monuments or monuments to any slaveholders, including the hallowed Founding Fathers, that many of my students didn't hold in reverence given that they could have been owned by George Washington.And so, at the University of Washington, we have that statue of George Washington. Some people wanted to replace that with a statue of Aaron Dixon, who graduated from Garfield High School, founded the Black Panther Party, went to the University of Washington, and they felt far better represented our community as somebody who started the Free Breakfast Program in Seattle and who founded a free medical clinic that's still open to this day, just a few blocks away from Garfield High School, where many of our students receive free medical care to this day. Li:Oh, that's amazing. Jesse:So creating themselves some beautiful monuments to really honor the people that have made their lives better rather than just powerful people who imposed their will on our society. And I just think it was such an incredible moment in the 2020 uprising when all across the country, people said, "We are no longer going to honor slaveholders and perpetrators of genocide." It was incredible to see them dump the statue of Columbus into the Bay in Baltimore and teach the whole country a lesson, a history lesson about the genocidal attack of Columbus on Native people and how we need to find better heroes. Li:I like that. Find better heroes. You've dedicated a bunch of your recent efforts to resisting House Bills 1807 and 1886 introduced by state Republican Representative Jim Walsh. As you put it in your article that I read, these bills are designed to mandate educators lie to Washington students about structural racism and sexism, essentially forcing educators to teach a false, alternative history of the United States. Can you break down the basic proposals of these bills and their connection to, say, recent book bans, critical race theory, and resources like The 1619 Project? Jesse:For sure. Many people imagine that the attack on critical race theory is mostly in red states or it's just a product of the South. But instead, people should know that actually the attack on critical race theory originated from Christopher Rufo, who ran for city council in Seattle, and he is still a resident in Washington state, and that every state in the nation, except for California, has had a proposed bill that would require educators to lie to students about structural racism or sexism or heterosexism.And even in California, the one state that hasn't had a proposed bill, they have many local school districts that have one of these educational gag order policies in place that seek to coerce educators to lie to students about American history, about Black history, about queer history. And Washington state is one of the many states that has had proposed bills by Republican legislators that are trying to deceive students. They were so frightened of the 2020 uprising and all the questions that young people were asking about our deeply unequitable society that instead of working to try to eliminate that inequality, they just want to ban people from understanding where it comes from.So in my state, last year, they proposed House Bill 1886 that would make it illegal to teach about structural racism. And I found it deeply ironic that the House bill was numbered 1886, because that was the same year as a mob of white people in Seattle rounded up hundreds of Chinese people and forced them into wagons and hauled them to Seattle docks where they were placed on ships and illegally deported. And the chief of police helped this riotous white mob illegally, Police Chief William Murphy, and he never had faced any penalty for it. He was acquitted, even though this racist attack on Chinese people was carried out. Right?And our students have the right to learn about this. They should know that this happened in our city, and too many don't grow up learning the reality of that anti-Chinese attack. And then when hate crimes skyrocketed in our own era in the wake of the COVID-19 pandemic, you saw hate crimes increase by several hundred percent against Asian Americans, and people wonder why. There's a long history of this Yellow Peril narrative in American society that has labeled Asian Americans and Chinese Americans as the other, as dangerous, as dirty, and our students need to learn about that if they're going to overcome those racial divisions today. Li:And what would the passing of these bills mean for the next generation of youth and their futures, and their education? What's the status of these bills now? Jesse:Well, thankfully, the bill in Washington state did not pass, but they are proliferating around the country. 18 states have already passed bills that seek to coerce educators into lying about structural racism, denying the fact that our country was built on structural racism, of enslavement of Black people, and genocide of Native people, and the exploitation of labor of immigrants, hyper-exploitation of Chinese labor on the railroads and Latinx labor in farms, and they want to hide this history.And you saw it in Florida when they banned the AP African American Studies course. In Virginia, they're trying to rework the state standards to hide the legacy of structural racism and the contributions of Black people, and they are trying to send us back to the era of the 1940s and '50s during the second Red Scare known as the McCarthy era. In the McCarthy era, hundreds of teachers, thousands of teachers around the country were fired after having been labeled communist.And then the Red Scare had the overlapping Lavender Scare, which was the attack on LGBTQ people, and that was especially intense against educators, and Florida had a particularly pernicious attack on queer educators. They had the Johns Committee there that would interrogate teachers about their sex lives and then fire them, remove their teaching certificate so they could never teach again. And this is what people like Governor Ron DeSantis in Florida are trying to revive with the Don't Say Gay bill that has outlawed any discussions of LGBTQ people for the younger grades, and also his so-called Stop W.O.K.E. Act that imposes anti-truth laws on Black history.And in Florida now, it is a third-degree felony for an educator to be caught with the wrong book about Black people or about queer people in their classroom. You can get five years in jail and a $5,000 fine for having the wrong book. Thousands of books are being banned all over the country, and they are rapidly trying to bring us back to that Red Scare, Lavender Scare era where they could just label you a communist or today label you a critical race theorist and push you out of the classroom.So we're at a crossroads right now, where everybody has to decide, "Are we going to build a multiracial struggle to create a true democracy? Or are we going to submit to this fearmongering and this racial hatred and allow them to turn back the clock?" And I hope that people will value social justice enough to join our struggle. Li:I'm just blown away by all the things you're saying, and it's really powerful because I come from a family of educators. Both my father and my mother are educators. My brother and myself are both educators. So I see it not as a job, but like a vocation. And it really sounds like you and the folks that you're in community with, in solidarity with in Seattle and beyond are really making amazing strides and asking such critical questions that could determine the future of our country. Jesse:No doubt. Li:For me and so many other educators, Paulo Freire's Pedagogy of the Oppressed and bell hooks' Teaching to Transgress were defining transformative works that greatly impacted my trajectory in the world. And I wanted to know, can you share what books or even creative works that inspired the path that got you where you are today? Jesse:Yeah. I love that question. Definitely those two books are at the top. Li:Oh, you like those books? Aren't they at the top? Jesse:I love those books. Yes. Li:I love them. Jesse:Yes. Li:I mean, and I'm sure you reread them because I'm always rereading those books. Jesse:Sure. Yes. I'm quoting them in the book I'm writing right now. So much of what I'm doing would not be possible without the theoretical framework that bell hooks gave us and that Paulo Freire gave us to understand how to use dialogic pedagogy to engage your students in a conversation, and educating isn't about filling their heads with what you know, the banking model of education, as Paulo Freire put it, right? Li:Right. Jesse:It's about learning from your students. Li:Right. That relationship between this... I learned so much from my students, especially now that I'm getting older. Jesse:Yeah. No doubt. Li:You got to stay in the know with the youth. Jesse:Hey, the students created the greatest lesson plan of my lifetime when they organized the uprising of 2020. That was mostly young BIPOC folks that organized that uprising and taught the nation what structural racism is and taught many of their teachers that they needed to learn something about it and they needed to begin teaching about it. Right? That's where this whole backlash to critical race theory started.And I think that all of us in the struggle would do well to join in study groups around books that can help deepen our understanding of history and theory that will help us in these struggles to come. There are so many books that I could cite that have been pivotal to my understanding of the struggle. I mean, working at the Zinn Education Project, Howard Zinn's People's History of the United States has been really important. Li:Yes. Jesse:So I think reframing who the subjects of history are and... Li:And the authors of history, right? Jesse:Yeah. Exactly. Exactly. I think that Jarvis Givens book, Fugitive Pedagogy, should be read by all educators. Li:Yes. I'm familiar, very familiar with that project, and it is super inspiring. Yes. Jesse:Yeah. I mean, that book is just a key that unlocks the truth about why we're in the situation we're in right now, where they're trying to outlaw education. Li:And all the overlapping systems, because you talked about that, like these intersecting oppressions and overlapping systems of oppression that are really creating something that it feels like it's impenetrable, but people are making strides. Jesse:Yeah. No doubt. And I would just say that the book, Fugitive Pedagogy, just gives you that history of how Black education has always been a fugitive project. It's always been a challenge to the power structure. It's always been verboten. And starting in 1740 were the first anti-literacy laws in South Carolina banning Black people from learning to read and write.Li:How about that? Right. Jesse:Why was that? Because in 1739, the Stono Rebellion happened. A man named Jemmy helped lead an uprising of enslaved people, and he marched with a banner that read "Liberty" as they collected more enslaved people along the way during their uprising, and this terrified the enslavers. And they not only wanted to kill all the people that were trying to get their freedom, they wanted to kill the idea of freedom. They wanted to kill the ability of Black people to ever write the word liberty again.And so, they imposed these laws to ban Black people from learning to read and write. And today's racists aren't so bold as to ban the ability for people to learn to read and write, but they do want to ban the ability to read the world, as Paulo Freire put it. They don't want us to be racially literate. They don't want us to understand how systems of power and oppression are maintained. And so, they're banning ideas now in the classroom. And once you understand the long history of the attacks on Black education, you can understand why it's happening again today. Li:And even through the digital divide, right? This idea of being disconnected from these resources that are so much a part of education today that Black and brown communities don't always have really makes a difference in the education that they receive and how they learn as well. Jesse:No doubt. I mean, that was emphasized during the pandemic, right?Li:Exactly. So much was amplified during the pandemic, especially that digital divide. Jesse:No doubt. No doubt. Li:So, Jesse, I want to think about the future and speculate. In the best-case scenario, maybe a utopian future for education in the United States. Teachers often have to draft a wish list for what they want, the resources, the needs they have for their classrooms as the academic year comes around. So thinking about what you would want, the three essentials that would be on your wish list for the classroom of the future.Jesse:Yeah. I love this question, because too often, images of the future are all about dystopias. Those are the movies and books we get, and there's not enough freedom dreaming about what's possible. Li:I love that. Shout out to Robin D. Kelley. Jesse:No doubt. Another essential book to read. Li:Yes. Jesse:So I think in the classroom of the future that provides a liberatory education for our youth, the first thing I think we might see is the breakdown of subjects and getting rid of these artificial divisions between the different academic disciplines. And so, school would look very different. Instead of going to math class in the first period and then language arts and then social studies, you might have a class called Should Coal Trains be Used in Seattle? Right? They were just debating whether we should allow coal trains to come through our city.So it would be based on a real problem that exists in your society, and then you would use math and science and language arts and social studies to attack this problem. You would want to learn about the science of climate change and the math that helps you understand the changing climate. Right? We would want to learn the history of coal extraction in this country, the toll it's taken on working people who are minors and the toll it's taken on the environment.We would want to use language arts to write speeches, to deliver your opinion to the city council about this. So we would have problem-posing pedagogy, as Paulo Freire put it, where the courses would be organized around things that the kids care about that impact their lives, and then we would use the academic disciplines in service of that.I think in addition to that, my second requirement for this liberatory classroom would be about wraparound services, so that when kids come to school, they also get healthcare. They also get tutoring services, dental care, mental health care, food for their families. And schools could be really the hubs of community where people have their needs taken care of and are invested in to support not just the students, but their families as well.And lastly, I think schools would be flooded with resources, so that instead of wasting trillions of dollars on the Pentagon so that the United States can go bomb countries all over the world and kill children and their families, we would take that money and flood it into the school system so that kids have all the state-of-the-art resources they need, from the digital equipment, recording equipment, music, art supplies, to funding the school nurse, to the auditoriums, and the music halls. I mean, you can imagine that the richest country on earth could have incredible resources for their kids if we valued education, if we valued our young people.Instead, so many schools in America today are falling apart. The first school I ever taught in in Washington, D.C., an elementary school, I had a hole in the ceiling of my classroom, and it just rained into my classroom and destroyed the first project that I ever assigned the students, their research project, and they never even got to present the projects. Li:No way. Jesse:And our kids deserve better than that. Li:Oh, they definitely deserve better than that. Right? Oh my gosh. Jesse:We're in a society where 81 billionaires have the same amount of wealth as the bottom half of humanity, and that wealth divide means that our kids go to schools that are falling apart, and we would transform that in a future society that's worthy of our kids. Li:Most definitely. And if I can, I wanted to add a fourth thing, because I remember something you said about performance-based assessment. Jesse:Oh, yeah. Li:And I think that would- Jesse:I should put that in. Li:... definitely be essential, right? Make sure you get that one in. But last but not least, my final question to you is, what's next for Zinn Education? And more specifically, what is next for Jesse Hagopian? Jesse:Oh, thank you. Well, I'm really excited about the June 10th National Day of Action. The Zinn Education Project has partnered with Black Lives Matter at School and the African American Policy Forum to organize the Teach Truth Day of Action on June 10th, and I hope everybody will join us on that day of action in organizing an event in your community. This is the third annual Teach Truth Day of Action, and the past ones have been incredible.People have organized historical walking tours in their community to highlight examples of the Black freedom struggle and sites that were important in the Black freedom struggle in their own communities or sites of oppression and racial injustice that students have the right to learn about in their own communities. Some people went to sites where Japanese people were rounded up and incarcerated during World War II. Some people in Memphis, Tennessee went to a site right on their school grounds where there was a race riot and many Black people were killed.In Seattle, we went by the clinic that the Black Panther Party started and gave that history and highlighted how, if the bill passed to deny teachers the right to teach about structural racism, we couldn't even teach about the origins of the health clinic in our own community. And so, there'll be many creative protests that happen on June 10th, 2023, and I'm excited to say we have more cosponsors than ever before.The National Education Association is supporting now, and many other grassroots organizations from across the country. So I expect hundreds of teachers and educators will turn out to protest these anti-truth laws, and I'll be right there with them all helping to organize it and learning from the educators and organizers, who are putting these events on, and hopefully helping to tell their story in the new book that I hope to be finishing very soon about this- Li:You're going to finish it. You're going to finish. This month, man. Jesse:Thank you. Li:This is your month. Jesse:I need that encouragement. Li:You got this. Jesse:I hope I finish it on this month. Li:Believe me. When I was so close to finishing my dissertation, everyone kept asking me, "Are you done yet? Are you done yet?" So I know, because I could see you cringe when I asked you that in the beginning. All I can say is, look, I mean, I'm just so grateful to have this conversation with you today. Thank you for joining me. And I also got to say, I'm sorry to say, Jesse, your mother was right. I think this was your calling. I think this might have been what you were set on this planet to do. Jesse:It feels that way now. Thank you so much. Li:Yes, indeed. So this is Monument Lab, Future Memory. Thank you to my guest, Jesse Hagopian. Jesse:Hey, I really appreciate you having me on. I just felt your warm spirit come across and brighten my day. Really great to be with you. Li:My pleasure.
Join T. Aisha Edwards and Kaila June Keliikuli in this special release and the closing episode of Season 3. Season 3 is a year long exploration with the experience and force of forgiveness. In this conversation, we talk about rhythm changes, fractals of the Mother Wound, what it means to be a good ancestor, forgiveness over lifetimes and how ELC slow podcasting is becoming a breathing space. The episode includes a listener contribution from Lady J who is an autistic, queer, non-binary artist, activist and parent. They offer a story, poem and somatic practice collectively called: A Journey & Arrival to Sharing Somatic Self-Pleasure. Episode Links: ELC Patreon Page https://www.patreon.com/emergentliberationcollective T. Aisha Edwards https://campsite.bio/full_flight_wellness Kaila June Keliikuli https://www.kailajune.com/ Dare Carasquillo and Death Practice Group https://www.animistarts.art/the-death-practice-group Amy Richards and the SquarePeg Podcast https://squarepeg.community/podcast/ Marcel the Shell with Shoes On https://youtu.be/0SFRvnC7hnk Lady Justice Love https://wildladymouth.com/ Lady J's links: Sex Positive Event https://www.dancenakedcreative.com/ Tricia Hersey (aka the Nap Bishop) Rest is Resistance https://thenapministry.com/ Tara Brach, Learning to Respond Not React https://youtu.be/ymPF0q7U5oM Vedim Zeland's Transurfing https://chengeer.medium.com/transurfing-of-reality-in-a-nutshell-a73b162fff85 Late-diagnosed Autism community https://www.autastic.com/ The Emerald podcast, The Revolution Will Not Be Psychologized https://open.spotify.com/episode/3e5bkfY8mCsdhb9H39dHmy?si=9c642dab757d4df7&nd=1 Clarissa Pinkola Estés & Caroline Myss, Intuition and the Mystical Life https://multcolib.bibliocommons.com/v2/record/S152C811625 Clarissa Pinkola Estés, Crone Series: Seeing in the Dark https://www.clarissapinkolaestes.com/bio.htm bell hooks, Teaching to Transgress https://www.goodreads.com/book/show/27091.Teaching_to_Transgress Audre Lorde, The Master's Tools Will Never Dismantle the Master's House https://www.goodreads.com/book/show/38598541-the-master-s-tools-will-never-dismantle-the-master-s-house Stephanie Foo, What My Bones Know https://www.stephaniefoo.me/
blasphemy of the holy ghost shall not be forgiven ,not in this world or the world to come.will the 501c3 churches repent? no
Today in our series on Romans Pastor Mark continues our study of chapter 5. Consider with us that though sin came before the Law, sin increased through the Law by increasing our knowledge of sin, by intensifying the seriousness of sin, and by provoking us to sin. Despite sin increasing, grace super-abounded to the extreme.
Leigh Patel (Professor at the University of Pittsburgh and Author of No Study without Struggle: Confronting Settler Colonialism in Higher Education) discusses how learning and struggle intertwine. What is the role of institutions of higher education in settler colonialism? We talk about learning/studying together as a fugitive practice, building a community within the classroom, the politics of access, the poetry of resistance, and much more.
In the final episode of Teaching to Transgress, Colinda is in conversation with Phiona Lloyd-Henry talking about building teaching communities, using the oppressor's language and what a progress report on public education today would look like considering the discussions throughout the text.
in episode 2 of Teaching to Transgress by bell hooks, judy mckeown joins Colinda to talk about chapters 5-9, using and creating theory in pr…
In the first episode discussing Teaching to Transgress by bell hooks, Debbie Donsky joins Colinda to talk about educator wellness, holding patience and vigilance simultaneously in practice and creating communities of transformative pedagogy.
In this episode, a first in our series on Undoing Settler-Colonialism, we speak with Hi'ilani Shibata and Kiliona, educators at Ka Waihona o ka Na'auao in Nānākuli on the Leeward Coast of O'ahu, Hawai'i. They talk story about their practices of teaching with Indigenous pedagogies, teaching history through multiple perspectives, and learning through story in relationship with the land and each other. Laquesha Sanders shares Part 3 of our student debt series, this time on HBCUs. Capital City PCS's now graduated seniors Natasha, Nelly, and Niya talk with each other about their birding experiences. And, of course, we're asking: How are you disrupting settler colonial practices in yourself, in your classroom, in your schools? Transcription (Finalized Friday, Mar. 3, 2023) NTELLECTUAL INHERITANCE An Indigenous Peoples' History of the United States for Young People, Roxanne Dunbar-Ortiz Borderlands/La Frontera: The New Mestiza, Gloria Anzaldúa Rest is Resistance, Tricia Hersey Indigenous knowledges and the Story of the Bean, Bryan McKinley Jones Brayboy and Emma Maughan “Praise Song for Oceania”, Craig Santos Perez Progressive Dystopia: Abolition, Antiblackness, and Schooling in San Francisco, Savannah Shange Teaching to Transgress, bell hooks Uses of the Erotic: The Erotic as Power, Audre Lorde “Why super-strict classrooms are in vogue in Britain,” The Economist MUSIC “Hanalei Moon” and “Kaulana na pua,” Kiliona “Belong,” Prod. Riddiman “Escape,” Prod. Aki “Groove Theory,” Prod. ae beats Dancing on Desks Theme song | composed and arranged by Mara Johnson and Elliott Wilkes Questions? Ideas? Responses? Send your notes to us@dancingondesks.org or slide into our DMs on IG @dancingondesks. --- Send in a voice message: https://podcasters.spotify.com/pod/show/dancingondesks/message
Passando, pois, o Senhor perante ele, clamou: O Senhor, o Senhor Deus, Misericordioso e Piedoso, tardio em irar-se e Grande em Beneficência e Verdade; Que guarda a beneficência em milhares; que Perdoa a Iniquidade, e a Transgressão e o Pecado; QUE AO CULPADO NÃO TEM POR INOCENTE; que visita a iniquidade dos pais sobre os filhos e sobre os filhos dos filhos até a terceira e quarta geração. Êxodo 34:6-7 Não erreis: Deus não Se deixa escarnecer; porque tudo o que o homem semear, isso também ceifará. Gálatas 6:7
No Episódio AO VIVO de hoje, Olavo e Letícia conversam sobre um tema bem interessante. Quase todo mundo já fez alguma coisa errada. E apresentam uma lista de algumas transgressões. Será que você já cometeu alguma delas? Todos os Sábados estamos Ao Vivo no Instagram produzindo episódios com a participação de nossos ouvintes e seguindores. Voce está convidado Todo sábado as 16:04 (Rio de Janeiro).** Aulas de conversação com Olavo - Se você quiser praticar conversação comigo, eu recomendo o site Italki. Cadastre-se através desse link: https://www.italki.com/affshare?ref=af4861564 pra você ganhar créditos e agendar suas aulas..TELEGRAM (CONTEÚDOS EXCLUSIVOS) - https://t.me/portuguespraforapodcast.Nós somos um podcast brasileiro que produz conteúdos em português especialmente para estrangeiros que estão estudando a língua portuguesa, que gostam do Brasil e também para todos que apreciam reflexões, motivações e buscam sempre aprender algo novo. Dicas de português, diálogos reais, vocabulário e regras de gramática do português. Tudo isso você encontra aqui.Se é o seu caso, convidamos você a acessar nossos links para não perder nenhum episódio e ficar conectado com muitas dicas e informações. Siga nossas redes sociais: Instagram https://bit.ly/32VDWg l e Facebook https://bit.ly/3jVMJ9h . Você pode acessar o nosso podcast também no YouTube https://bit.ly/2NUsuxE e pelas principais plataformas de podcasts --- Spotify: https://spoti.fi/2Qbd85N --- Apple Podcast: https://apple.co/2QcBoVj --- Deezer: https://bit.ly/2YkG9Rh --- Castbox: https://bit.ly/32e9yxn ---Google poscasts: https://bit.ly/3hhMUuDEnvie sua dúvida, crítica ou sugestão de tema para o podcast pelo email: portuguesprafora@gmail.com vai ser um prazer saber o que você quer ouvir ;)Nos vemos em breve… Hosted on Acast. See acast.com/privacy for more information.
Excerpt – Galatians 3:23-29 However, before the arrival of faithfulness, we were being guarded by Torah enclosed together in anticipation of the faithfulness about to be revealed. So then, the Torah became our nanny for Christ, so that by faithfulness we would be made just. But, since faithfulness has arrived, we are no longer under a nanny. For you are all children of God through the faithfulness of Christ Jesus, for whoever of you were submersed for Christ, you covered yourselves with Christ. One who is within is neither Jew nor Greek, neither enslaved nor free, not “male and female:” You are all one within Christ Jesus. So if you are part of Christ, then you are Abraham's seed, heirs based on a promise. ... Read Brandon Johnson's translation of Galatians: Google Doc – https://bit.ly/FIT-Galatians-GDoc PDF – https://bit.ly/FIT-Galatians-PDF Mobile-Friendly without footnotes – https://bit.ly/FIT-Galatians-Mobile Listen to Found in Translation: Found in Translation - Apple Podcasts Found in Translation - Spotify Found in Translation - Overcast ... Support Lectio Cascadia one-time or weekly: https://donorbox.org/lectio-cascadia Music from https://filmmusic.io: "Dub Feral" by Kevin MacLeod (https://incompetech.com) Licence: CC BY
Episode Description As educators and young folks reflect and engage in end-of-school rituals, we're closing Season One of Dancing on Desks with our Love Letter to Education. We hear from storytellers, poets, students, and educators who joined us this season to check back and hear about their summer dreams. We have collective dreams of reading books, taking naps, swimming in lakes, oceans, and pools, gardening, swimming, hugging our families and friends, and resting. Erin and monét share their love letter to education, discussing the ways in which abolition is an invitation to living by a love ethic (shout out to bell hooks) and centering practices of care and accountability and R-E-S-T. High school teacher Jessica Rucker shares her abecedarian, “A Love Letter to Education and Unlearning” as she leaves the classroom to pursue her dreams. Poet and graduating high school senior Zoe Bredesen protects her peace in her poem “If the Roles Were Reversed”. Finally, we offer our questions: If we love education, what does this love sound like, feel like, look like, smell like? How might we live there? Send us your responses to dancingondesks@gmail.com or slide in our DMs on IG @dancingondesks. Let's get free, y'all! Intellectual Inheritance Teaching to Transgress and All About Love: New Visions, bell hooks Pedagogy of the Oppressed, Paulo Freire “On Knowing: Willingness, Fugitivity and Abolition in Precarious Times,” Dr. David Stovall, Journal of Language and Literacy Education, Spring 2020 Where Do We Go From Here? Dr. Martin Luther King, Jr. Emergent Strategy, adrienne maree brown Piecing Me Together, Renée Watson Wonder, R.J. Palacio Nnedi Okorafor (Read all of her books!) Music “Blessed”, “Holy Water”, “Los Angeles”, “Pink Cadillac”, “Say Grace”, “Suzie” | Yogic Beats yogicbeats@gmail.com “DC GoGo Beat 2018, Pocket Beat” | Slick City Beatz slickdc202@gmail.com Dancing on Desks Theme song composed and arranged by Mara Johnson and Elliott Wilkes --- Send in a voice message: https://podcasters.spotify.com/pod/show/dancingondesks/message
Photo of Yanyi, taken by him In this episode I spoke with Yanyi about his new book, Dream of the Divided Field, and his newsletter, The Reading. Yanyi is the author of Dream of the Divided Field (One World Random House, 1 March 2022) and The Year of Blue Water (Yale University Press 2019), winner of the 2018 Yale Series of Younger Poets Prize. His work has been featured in or at NPR's All Things Considered, New York Public Library, Granta, and New England Review, and he is the recipient of fellowships from Asian American Writers' Workshop and Poets House. He holds an MFA in Poetry from New York University and was most recently poetry editor at Foundry. Currently, he teaches creative writing at large and gives writing advice at The Reading. Yanyi's website You can purchase Dream of the Divided Field here Yanyi's Twitter Yanyi's Instagram Various books, movies, podcasts, etc. mentioned in this episode: Algorithm crowd sounds Surviving R. Kelly docuseries Shakespeare's The Taming of the Shrew AI generated imagery @images_ai WOMBO Dream DALL-E Virgina Woolf's audio BBC interview When We Were Young Festival and its much parodied poster Black Mountain Poets Olson's "Projective Verse" manifesto, some explicit field talk Lydia Davis's "Hand" story (this is the whole story lol): "Beyond the hand holding this book that I'm reading, I see another hand lying idle and slightly out of focus — my extra hand." (more stories here) "The Cows" chapbook Yanyi's newsletter Letter on why he left Substack Yanyi at the Poetry Project discussing de las Rivas's "Black Sun" and fascist dogwhistling in contemporary poetry Ghost, the platform Yanyi uses to now send his newsletters bell hooks's Teaching to Transgress full PDF Tell Them Anything You Want: A Portrait of Maurice Sendak documentary Laura Engels Wilder's Little House on the Prairie series FEELING ASIAN podcast episodes: An Evening With Two Asian Therapists (feat. Peter Adams, Ph.D and Melissa Yao, Ph.D) Asian Seeking Asian (therapists) Editor and Social Media Manager: Mitchel Davidovitz Host and Producer: Avren Keating Sound of Waves Breaking: Sounds from this video of Merlin, my sweet 5-year-old Frenchie that died of a brain tumor in the time between recording and editing this episode. I love you, little bubs.
Hi Everyone. Thanks for listening. As promised, I wanted to bring you a book club podcast edition where Brianne and Kenita sit down with me to talk about bell hooks and her book, Teaching to Transgress. Lots of great nuggets in here so you may want to bring a notebook or just listen a couple of time :) Enjoy! Carey
Forgiveness breaks the bitter chains of pride, self-pity, and vengeance that lead to despair, alienation, broken relationships, and the loss of joy. J. MacArthur - Psalms 32:1-2
"There's so much interesting space to talk about who can tell a story, and who has the right to tell a story, and how we tell stories about ourselves and each other. I think that it's something to be handled with such intentionality and sensitivity." - Julie Knutson Welcome back to another episode of Discover More. This week, we have a special episode to celebrate Women's History Month. This week's guest is Julie Knutson. (KIN-UT-SEN) Julie is an author and educator with a wide-ranging background in history, humanities, and the social sciences. She also serves as editorial director at ThinkCERCA. A true multipotentialite, Julie holds an undergraduate degree in cultural studies from NYU, a master's degree in Political Sociology from The London School of Economics, and additional post-grad degrees in education and art history from Rice University. One of her recent books, “Global Citizenship: Engage in the Politics of a Changing World,” was awarded a Skipping Stones Honor for Multicultural books, and helps young readers examine what it means to be a global citizen. Julie is an active member of the National Council for the Social Studies (NCSS), having served as the Chair of its Middle School Teacher of the Year Award in 2018. She also maintains membership in the Society of Children's Book Writers and Illustrators (SCBWI). Show Notes: Julie Knutson Website: http://www.julieknutsonauthor.com/ Julie's Twitter: https://twitter.com/JulieKnutson2 Books Referenced The Artist's Way by Julia Cameron Teaching to Transgress and Teaching Community: A Pedagogy of Hope by Bell Hooks We Want to Do More than Survive by Bettina Love Improv for Writers by Jorjeana Marie Improvisation and the Theater by Viola Spolin Videos and Documentaries Inventing Improv (PBS) Rick Lowe of Project Row Houses on Social Sculpture Web Resources on the SDGs The 17 Goals World's Largest Lesson Benefits of Improv & Expressive Arts Therapy https://www.artrelief.info/improvlab-action-theatre-tm * Connect with Us: Follow Us on Instagram: https://www.instagram.com/discovermorepodcast/ Follow Benoit on Instagram: https://www.instagram.com/benoitkim/ Follow Aidan on Instagram: https://www.instagram.com/aidanjames24/ Subscribe to Our Newsletter: https://tinyletter.com/discovermorepodcast * Thank you for Discovering More with us!
This conversation on gender equity in sport details the importance of celebrating the success of Title IX, contributions from the AIAW, and the move towards sport for all. However, there must also be the acknowledgment of the disproportionate representation of BIPOC women. Resources, space, representation, and access are all matters to consider when it comes to who can partake in sport. Gender equity seems to be a source of pride, yet leaps and bounds remain to achieve this scenario. Resources: The organization that backs this podcast: https://www.csueastbay.edu/cssj/ Coaching Corps serves kids from under-resourced neighborhoods through a lens of equity and empathy: https://coachingcorps.org/ Fair Play works toward getting females the equal opportunities, treatment, and benefits in athletics: https://www.fairplayforgirlsinsports.org/ Positive Coaching Alliance helps girls, women, & females in BIPOC communities in their coaching of youth sports: https://positivecoach.org/ History of women's athletics with the AIAW: https://www.eiu.edu/historia/Clara%20Mattheessen%20historia%202016.pdf Diane wrote an article featured in the Washington Post, speaking about the AIAW: https://www.washingtonpost.com/outlook/2021/04/04/recipe-gender-equality-sports/ A research report on sport participation: https://www.uapress.com/product/moving-boarders/ Twitter - women's vs men's weight rooms: https://twitter.com/alikershner/status/1372588571689893890 Twitter - men's vs women's swag bags: https://twitter.com/danhenry3/status/1372622757587001350 Cohen Vs. Brown University - a court case in which the women's gymnastics and volleyball teams were reinstated to full varsity status: https://casetext.com/case/cohen-v-brown-university-3 Recent NCAA Data on diversity in sports: https://www.ncaa.org/sports/2013/11/20/diversity-research.aspx Haffer Vs Temple University - addressing less sport opportunities, resources allocated to female sports programs, & the disparity in financial aid distribution for female athletes at Temple University: https://law.justia.com/cases/federal/district-courts/FSupp/678/517/1474600/ LFG, a documentary on the U.S. Women's National Soccer Team's ongoing fight for equal pay More info on California's gender equity in sports & rec law: https://legalaidatwork.org/factsheet/equality-for-your-girls-in-your-parks/#:~:text=In%202004%2C%20the%20California%20Legislature,in%20quality%20and%20scope%2C%20to The mission of the Women's Sport Foundation is to enable all girls & women to reach their potential in sports & life: https://www.womenssportsfoundation.org/what-we-do/wsf-research/ The Black Women in Sport Organization attempts to decrease the gap of black female participants & role models in the field of sports: https://www.blackwomeninsport.org/ Resources for LGBTQI+ on inclusion in sport & their Athletic Equity index: https://aei.athleteally.org/resources/ and https://aei.athleteally.org/ Rise of the Wahine: Champions of Title IX, a documentary directed by Dean Kaneshiro on the UH Wahine Volleyball Team's fight for equality: https://www.riseofthewahinefilm.com/home#:~:text=Rise%20of%20the%20Wahine%3A%20Champions%20of%20Title%20IX%20is%20a,in%20the%20world%20around%20you Title IX Athletics guidance: https://nwlc.org/issue/education-title-ix/ A soon-to-be-published documentary by Dan Porter: Fifty/50 More info on Title IX: https://www.knowyourix.org/college-resources/title-ix/ Scholarly references: Schultz, Jaime (2014)...Qualifying times: points of change in US women's sport and Oglesby, C, et al, (1998) Encyclopedia of women and sport in America, ABC-CLIO Press A book on AIAW: Welch Suggs' A Place on the Team, https://press.princeton.edu/books/paperback/9780691128856/a-place-on-the-team Theory as Liberatory Practice, from Teaching to Transgress: https://openyls.law.yale.edu/bitstream/handle/20.500.13051/7151/05_4YaleJL_Feminism1_1991_1992_.pdf?sequence=2&isAllowed=y
In this episode we talk about what happens when grown folks get out of the way of young people organizing their own learning. In our conversation with Maria Cedillo, Jay Gillen, and Jon Gray of the Baltimore Algebra Project (BAP), we learn about ways youth in Baltimore have organized fugitive spaces of learning, organizing, and loving each other. BAP is a youth-led and organized space, meaning that while adults support the space, no one over the age of 25 is making decisions or organizing the work. Cesarina Santana Pierre, a DC-based elementary educator, joins us again for Resource Room Part II with a story of how conversations about her students' identities helped them to better know their community and themselves and Kabelo Sandile Motsoeneng shares a story of a queer South African boy's coming of age. We invite you to think about the questions: What are you willing to risk in order for education to be the practice of freedom in your classroom? What must you unlearn in order to do this work? Send us your thoughts to: dancingongdesks@gmail.com, dancingondesks.org, or on Instagram @dancingondesks. Our guests would love to be in community with you! Deets are below. Maria, Casa de Maryland's Baltimore Rapid Response Services Coordinator and BAP alum, mcedilllo@wearecasa.org Jay, BAP co-founder, gillen.jay@gmail.com and 443-248-9032 Jon, BAP lead organizer, jgray@410ap.org, 443-226-9444, ig @410_fsujon INTELLECTUAL INHERITANCE Texts Borderlands/La Frontera, The New Mestiza, Gloria Anzaldúa Teaching to Transgress, bell hooks Troublemakers, Carla Shalaby Nikole Hannah-Jones Twitter post “Mirrors, Windows, and Sliding Glass Doors”, Rudine Sims Bishop Teaching Central America from Teaching for Change Black Lives Matter at School Week of Action Guiding Principles Music “'Tobacco” produced by BEATOWSKI “Coffee” produced by FYKSEN “Restore” produced by Jay 808 Beats “Dust” produced by Mokart “Suzie” produced by yogic beats “Maple Gold” produced by 808 verb Dancing on Desks theme music produced by Mara Johnson, Elliott Wilkes, and monét cooper --- Send in a voice message: https://podcasters.spotify.com/pod/show/dancingondesks/message
FEATURED GUESTS: Mimi Savage, PhD, RDT-BCT, is the Education Chair of the North American Drama Therapy Association, core faculty in the MA Counseling Psychology & Expressive Arts department at CIIS, as well as founding faculty of UCLArts and Healing SEA program. Mimi created various drama therapy programs in acute psychiatric in-patient units for children and adults, facilitated programs for developmentally delayed youth, the formerly homeless, and youth in residential rehab. Lecturing and publishing on the intersection of identity in youth experiencing adoption and foster care, she is Director-founder of the SoCal Drama Therapy Center in LA, leads professional development workshops, and trains those who want to become drama therapists. LISTEN & LEARN: How social justice work influenced Mimi to become a drama therapist. The importance of the pause and silence in dialogue, therapy and education. Action based drama therapy approaches for community work. RESOURCES MENTIONED ON THE SHOW: Graduate Program in Counseling Psychology, Expressive Arts Therapy at California Institute of Integral Studies Www.ciis.edu/academics/graduate-programs/expressive-arts-therapy The Courage to Teach by Parker Palmer Teaching to Transgress by Bell Hooks Materials & Media in Art Therapy; Chapter Groundswell The Nature and Landscape of Art Therapy by Catherine H. Moon SoCal Drama Therapy Center founded by Mimi Savage Contact Mimi Savage at msavage@ciis.edu or mimisavage@sfeala.com UCLA Arts & Healing SESSIONS OFFERED AT THE 2022 LA EXPRESSIVE THERAPIES SUMMIT: March 24, 2022 Diversity, Equity & Inclusion Training through Embodied Creativity with Mimi Savage & Danielle Levanas March 25 & 26, 2022 2 DAY INTENSIVE Social Emotional Arts on a Shoestring for Individual and Groups in Any Setting (Certificate Program) with Ping Ho, Stacie A. Yeldell, Mimi Savage & Kathy Cass April 10, 2022 Authentic Self-Construction: Creating Safe Holding Spaces Through Intermodal Arts & Assemblage with Mimi Savage
Come learn about church councils, religious uprisings, and the importance of a fancy hat in this episode, where we rank and review Reccared! Recommendations A Libertarian Walks Into a Bear: The Utopian Plot to Liberate an American Town (And Some Bears), by Matthew Hongoltz-Hetling: https://www.worldcat.org/title/libertarian-walks-into-a-bear-the-utopian-plot-to-liberate-an-american-town-and-some-bears/oclc/1162274775 Teaching to Transgress, by bell hooks: https://www.worldcat.org/title/teaching-to-transgress-education-as-the-practice-of-freedom/oclc/1025328051 Tracks Used "Castanets, Multi, A (H4n).wav" by InspectorJ (www.jshaw.co.uk) of Freesound.org "acoustic_flamenco_imitation.wav" by Noise Collector of Freesound.org
Special honor to bell hooks, who passed December 15, 2021. I am thankful to you for making my work possible, and I hope to live in gratitude for the ways your work has affirmed my breath and being. Thank you, bell hooks.______Questions: 1. bell hooks tenderly describes her relationship with Paulo Freire and his teachings in Teaching to Transgress. Similarly, how has Freire's work impacted you?2. Explain how you arrived at the understanding of "rest as vocation"?3. Praxis is an important part of critical pedagogy. Beyond conversations, what does praxis look like for DSBW?4. As this conversation grows and more voices join in, what are your hopes for the soft black woman listening? What do you want to see for us? ---------A question for you:What does a praxis (action and reflection) of softness look like for you? Please feel free to engage this question on Patreon, Spotify, IG , FB , or Twitter ---------Sources Mentioned: Charlene A. Carruthers: Unapologetic: A Black, Queer, and Feminist Mandate for Radical Movements. Lucille Clifton: How to Carry Water: Selected Poems. ed by Aracelis Grimay. You can read to "won't you celebrate me" here. Paulo Freire: Pedagogy of the Oppressed. Paulo Freire: Pedagogy of the City. bell hooks: Teaching to Transgress: Education as the Practice of Freedom. bell hooks: Teaching Community: A Pedagogy of Hope. Patrick B. Reyes: Nobody Cries When We Die: God, Community and Surviving to Adulthood. Chanequa Walker-Barnes: Too Heavy a Yoke: Black Women and the Burden of Strength. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app--- Send in a voice message: https://anchor.fm/rose-percy5/messageSupport this podcast: https://anchor.fm/rose-percy5/support Get full access to A Gentle Landing at agentlelanding.substack.com/subscribeSupport the show
We're signing off to freedom dream, rest, take walks, play spades, ice skate, spend time with beloveds, read, make art, and nap. We'll be back with episode 5 on Friday, February 4, 2022! Until then, wishing you rest and refusal. With love, monét & Erin. Intellectual Inheritance All About Love, bell hooks Teaching Community, bell hooks Teaching to Transgress, bell hooks Yearning, bell hooks Music Chill Jazzy Lofi Hip Hop, Chill Out Records, chilloutrecordsllc@gmail.com Original Music by Mara Johnson, Elliott Wilkes, monét cooper --- Send in a voice message: https://podcasters.spotify.com/pod/show/dancingondesks/message
© 2020-2025 Ivy Podcast Discovery LLC
