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Within this article, as well as Freire's (1996) wider theory of Armed Love, love is regarded as a conceptual structure that is used to explore social justice within education. Literacy learning within the classroom environment is thought of as a way to express lived experiences of students, leading to discussion and (hopefully) change, in the name of social justice and the want for a inclusivity and democracy.

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Within this article, as well as Freire's (1996) wider theory of Armed Love, love is regarded as a conceptual structure that is used to explore social justice within education. Literacy learning within the classroom environment is thought of as a way to express lived experiences of students, leading to discussion and (hopefully) change, in the name of social justice and the want for a inclusivity and democracy.

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- form of protest and critique
- challenge and put against issues, ideas and movements

Within the article we chose, Casey and Alexander produced poems and photographs series relatively where they denounced oppressive experiences from the past and desire for better futures or alternate presents.

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Activism might run through, and across, time, cultures or continents..

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Activism might run through, and across, time, cultures or continents..

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The article explores two aspects encapsulated in Freire’s argument in support of “armed love”.  On the one hand this is the resistance to discourses which are oppressive to themselves or their community(ies) and on the other hand a way of imagining and heralding (“announcing”) new opportunities and the potential for growth and re-imagined futures. Both aspects are rooted in love because they stem from the desire for a more equal society and possibilities for the future.  The power of the students’ multimodal “performances of creative resistance” (Crampton, 2019, p94) is increased based on the strength of the students’ commitment to the dual purpose of resistance and renewal for social change.

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https://www.youtube.com/watch?v=1hJIuVvVQKk

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Crampton, A.E. (2019). A literacy of Armed Love: Confrontation and Desire in Aesthetic and Critical Projects. Studies in Social Justice, 13(1). 94-117.

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The reading that we chose to focus on this week was “A Literacy of Armed Love: Confrontation and Desire in Aesthetic and Critical Projects. Studies in Social Justice” written by Anne Crampton.The argument throughout the article suggested that creative confrontations with a literacy curriculum, can actually be seen as an act of love. While there are numerous definitions and explanations of love, Friere (2005) referred to this type of love as ‘armed love’, and suggested that armed love is the ‘fighting love’ that overturns oppressions, and does not refer to the kind and warm connotations traditionally linked to ‘love’. Armed love fights dominance constructed and reinforced along lines of race, economics, language, ethnicity, gender identity, sexuality and religion. This research focused primarily on two individuals – Casey and Alexander, and their experiences in high school. Through interviewing and monitoring these students, as well as interviewing their peers, the findings highlighted how engrossed Casey and Alexander were in their literacy experiences. Both students showed signs of ‘armed love’ as they expressed their desires for better futures.  

# data[].attributes.subject
The reading that we chose to focus on this week was “A Literacy of Armed Love: Confrontation and Desire in Aesthetic and Critical Projects. Studies in Social Justice” written by Anne Crampton.The argument throughout the article suggested that creative confrontations with a literacy curriculum, can actually be seen as an act of love. While there are numerous definitions and explanations of love, Friere (2005) referred to this type of love as ‘armed love’, and suggested that armed love is the ‘fighting love’ that overturns oppressions, and does not refer to the kind and warm connotations traditionally linked to ‘love’. Armed love fights dominance constructed and reinforced along lines of race, economics, language, ethnicity, gender identity, sexuality and religion. This research focused primarily on two individuals – Casey and Alexander, and their experiences in high school. Through interviewing and monitoring these students, as well as interviewing their peers, the findings highlighted how engrossed Casey and Alexander were in their literacy experiences. Both students showed signs of ‘armed love’ as they expressed their desires for better futures.  