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         <title>Dread Scott</title>
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         <title>Kerry James Marshall</title>
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         <title>Favianna Rodriguez</title>
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         <title>Jordan Casteel</title>
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         <pubDate>2021-12-14 05:38:04 UTC</pubDate>
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         <title>Alexandra Bell</title>
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         <title>Catherine Opie</title>
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         <pubDate>2021-12-14 17:13:33 UTC</pubDate>
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         <title>Artist Development &amp; Curriculum in Child Development in Art by Kerry Freedman</title>
         <author>mmk530</author>
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         <description><![CDATA[<div>The category of 'natural development' is a fiction; social and cultural factors intervene from the first and become increasingly powerful well before any formal matriculation at school. (p.100)</div>]]></description>
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         <pubDate>2021-12-14 17:44:15 UTC</pubDate>
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         <title>Teaching to Transgress, Bell Hooks</title>
         <author>mmk530</author>
         <link>https://padlet.com/mmk530/54ioex8b1av3669d/wish/1948055542</link>
         <description><![CDATA[<div>But to learn ideas that ran counter to values and beliefs learned at home was to place oneself at risk, to enter the danger zone. (p.3)</div>]]></description>
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         <pubDate>2021-12-14 21:16:21 UTC</pubDate>
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         <title>Teaching to Transgress, Bell Hooks</title>
         <author>mmk530</author>
         <link>https://padlet.com/mmk530/54ioex8b1av3669d/wish/1948066116</link>
         <description><![CDATA[<div>I learned a lot about the kind of teacher I did not want to become (p. 5).</div>]]></description>
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         <pubDate>2021-12-14 21:23:55 UTC</pubDate>
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         <title>Teaching to Transgress, Bell Hooks</title>
         <author>mmk530</author>
         <link>https://padlet.com/mmk530/54ioex8b1av3669d/wish/1948068470</link>
         <description><![CDATA[<div>Seeing the classroom always as a communal place enhances the likelihood of collective effort in creating and sustaining a learning community (p. 8).</div>]]></description>
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         <pubDate>2021-12-14 21:25:37 UTC</pubDate>
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         <title>Teaching to Transgress, Bell Hooks</title>
         <author>mmk530</author>
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         <description><![CDATA[<div>Teaching is a performative act...offers the space for change, invention, spontaneous shifts, that can serve as a catalyst drawing out the unique elements in each classroom (p.11).</div>]]></description>
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         <pubDate>2021-12-14 21:26:38 UTC</pubDate>
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         <title> A Pedagogy for Liberation: Dialogues on Transforming Education, Pailo Freire and Ira Shor</title>
         <author>mmk530</author>
         <link>https://padlet.com/mmk530/54ioex8b1av3669d/wish/1948072324</link>
         <description><![CDATA[<div>Teachers learn with and from students (p.30)</div>]]></description>
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         <pubDate>2021-12-14 21:28:30 UTC</pubDate>
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         <title> A Pedagogy for Liberation: Dialogues on Transforming Education, Pailo Freire and Ira Shor</title>
         <author>mmk530</author>
         <link>https://padlet.com/mmk530/54ioex8b1av3669d/wish/1948073803</link>
         <description><![CDATA[<div>Liberatory education is fundamentally a situation where the teacher and the student both have to be learners, both have to be cognitive subjects, in spire of being different. (p. 33)</div>]]></description>
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         <pubDate>2021-12-14 21:29:38 UTC</pubDate>
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         <title>Christine Sun Kim</title>
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         <title>David Wojnarowicz</title>
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         <title>Titus Kaphar</title>
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         <title>Wendy Ewald</title>
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         <title>Olivia Gude</title>
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         <title>Paulo Freire</title>
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         <pubDate>2021-12-17 02:11:55 UTC</pubDate>
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         <title>bell hooks</title>
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         <title>Six Elements of Social Justice Curriculum  Design for the Elementary Classroom, Bree Picower</title>
         <author>mmk530</author>
         <link>https://padlet.com/mmk530/54ioex8b1av3669d/wish/1952933109</link>
         <description><![CDATA[<div>Self Love and Knowledge, Respect for Others, Issues of Social Injustice, Social Movements and Social Change, Awareness Raising, Social Action</div>]]></description>
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         <pubDate>2021-12-17 02:15:23 UTC</pubDate>
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         <title>Discipline Over Punishment: Successes and Struggles with Restorative Justice in Schools, Gardner &amp; Trevor</title>
         <author>mmk530</author>
         <link>https://padlet.com/mmk530/54ioex8b1av3669d/wish/1952938823</link>
         <description><![CDATA[<div>In finding the truth of any conflict with elementary students, you have to<br><br>know not only the facts of what was done but also what happened emotional-<br>ly for all involved. If the emotional arc does not match the facts of what<br><br>happened, you know there is more to the story, and you must continue to ask<br>questions of students to help them get to the core of their conflict. “What<br><br>were you thinking and feeling at the time?” is the essential restorative ques-<br>tion at this stage of the process.</div>]]></description>
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         <pubDate>2021-12-17 02:19:36 UTC</pubDate>
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         <title>Listening for stories: Childhood studies and art education. Studies in Art Education, Christine Marme Thompson</title>
         <author>mmk530</author>
         <link>https://padlet.com/mmk530/54ioex8b1av3669d/wish/1952942865</link>
         <description><![CDATA[<div><em>Art education maintains a problematic relationship with childhood, symptomatic of our membership in a larger culture that never quite knows how to feel about younger human beings.</em></div>]]></description>
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         <pubDate>2021-12-17 02:22:32 UTC</pubDate>
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