Collaborating for Educational Change by Aron Rosenberg https://padlet.com/aronleerosenberg/BS Earnestly Engaging Leaders at All Levels? Or Just BS? en-us 2018-03-25 20:46:44 UTC 2023-07-26 15:50:45 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/276087134/5e0550380ce533ceb447914000eab457/dddd.png Livingstone, 2012 in Ngcwangu, 2014, p. 246 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247063689 “…a growing general gap between people’s increasing learning efforts and knowledge bases on the one hand, and the diminishing numbers of commensurate jobs to apply their increasing knowledge investments on the other hand.”     ]]> 2018-03-28 19:48:07 UTC https://padlet.com/aronleerosenberg/BS/wish/247063689 Beware: Educational change efforts may BS if they are… aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247066983 When approaching educational reform, many movements or efforts work to engage people as leaders at various levels (educators, administrators, parents, students, community members, policy makers, etc.) and in authentic ways. As a public right in a democratic context, an authentically collaborative approach to changing education is vital. Unfortunately, many of these efforts give the impression of earnestly engaging leaders at many levels despite the reality that the change is overly prescriptive and enforced from the top-down. When approaching or analyzing educational change, it is imperative to be on guard for superficially built efforts to engage so-called “stakeholders” that are, in effect, just trying to bias these people towards a predetermined so-called “shared” vision. 
 
I have tried to articulate various aspects to approaches that BS (Bias Stakeholders or Build Superficially) towards educational change. These aspects come out of patterns induced from the cited sources and my own experiences in high school teaching and community organizing. Although these patterns are varied, many highlight the innate value of collaborative processes. To that end, I enlisted the help of almost 50 friends to audio record relevant quotations. This process was symbolic of the innate value of collaboration, while enacting it. For each aspect explored in these quotations, I have included a title to clearly frame the aspect. To invite you to be part of the collective process, I have also added a question of complication for each aspect which you can respond to, challenge, or just think about. I have provided sources for the quotations which you can look into for more information on each aspect.

What follows can be used as a tool—both as a resource and a network—for those engaged or engaging in educational change and who want to detect whether certain aspects of their experiences are meaningful and authentic or likely to just BS. I approach this BS detector with a post-structuralist lens, as reflected in this piece’s formal structure, that limits my role as an “autonomous” (Peters & Wain, 2002, p. 61) explicatory master. The non-linear structure of the accompanying piece invites you to interact with and contribute to the aspects, quotations, cautions, and sources towards personal meaning and connections in process-oriented ways. Wary of generalized truths, or “transcendental arguments and viewpoints” (Peters & Wain, 2002, p. 64), this piece is ongoing; it is becoming an open-ended, mosaic of various voices exploring aspects of educational change efforts likely to BS. The mind map format, upon the background of a mesh, honours the indiscrete and blending nature of these aspects.

Beware: Educational change efforts may BS if they are… (follow the arrows)
]]> 2018-03-28 19:58:50 UTC https://padlet.com/aronleerosenberg/BS/wish/247066983 …claiming to be the solution to unemployment rates. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247069549 2018-03-28 20:09:13 UTC https://padlet.com/aronleerosenberg/BS/wish/247069549 …transplanted from a different context without critical care. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247617331 2018-03-31 18:16:36 UTC https://padlet.com/aronleerosenberg/BS/wish/247617331 Hargreaves, 2001, pp. 111-2 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247617462 “...teachers’ being allowed to adjust their implementation to local conditions and their own collective capacities, and being encouraged to unleash their energies and enthusiasms in curriculum development by being accorded a high degree of professional discretion….[that] enables teachers to create a curriculum that is rigorous and relevant for culturally and intellectually diverse groups of students who bring different forms of prior knowledge, understanding, interests, and concerns to their classrooms.” ]]> 2018-03-31 18:18:02 UTC https://padlet.com/aronleerosenberg/BS/wish/247617462 Fullan, 2011, p. 17 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247617783 “Look for the argument and the evidence behind the claims. Go deep in trying to understand the meaning of my advice. Develop your own theory of action by constantly testing it against situations and ideas”]]> 2018-03-31 18:22:05 UTC https://padlet.com/aronleerosenberg/BS/wish/247617783 …not accompanied by reflection aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247618225 2018-03-31 18:29:20 UTC https://padlet.com/aronleerosenberg/BS/wish/247618225 Fullan, 2011, p. 5, partially quoting Mintzberg, 2004 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247618247 “Action learning is good, but it must be accompanied by reflective insight tied to an underlying theory that guides further action….Learning is not doing; it is reflecting on doing.” ]]> 2018-03-31 18:29:42 UTC https://padlet.com/aronleerosenberg/BS/wish/247618247 Hargreaves, 2001, p. 127 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247618295 “…balancing different purposes, choosing between better and worse courses of action rather than self-evidently right and wrong ones….intellectual work of the most serious and sustained kind—work that makes a difference to whether the changes are meaningful, practical, and sustainable.” ]]> 2018-03-31 18:30:09 UTC https://padlet.com/aronleerosenberg/BS/wish/247618295 …surreptitiously prescribed and subtly imposed by a particular leader or group. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247618611 2018-03-31 18:35:40 UTC https://padlet.com/aronleerosenberg/BS/wish/247618611 Simpson, 2017, p. 5 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247618670 “We know how to do this so they’ll be into it. Hand out the flyers first. Have a community meeting. Ask permission. Listen to their paternalistic bullshit and feedback. Let them have influence. Let them bask in the plight of the Native people so they can feel self-righteous. Make them feel better, and when reconciliation comes up at the next dinner party, they can hold us up as the solution and brag to their real friends about our plight.” ]]> 2018-03-31 18:36:37 UTC https://padlet.com/aronleerosenberg/BS/wish/247618670 Baldwin, 2006, p. 10 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247618795 “…perceptions of fairness largely centred around communication and involvement, for example the receipt of regular, honest information about the objectives of change and its progress, together with the opportunity to express views and concerns. Employees also wished to be involved in the decision-making process, with their suggestions taken seriously and acted upon. Communication and involvement helped individuals to understand the rationale for change and to make sense of the new environment. In turn, this prompted them to sustain their commitment and loyalty to the organization.” ]]> 2018-03-31 18:38:04 UTC https://padlet.com/aronleerosenberg/BS/wish/247618795 Allan & Evans, 2006, p. 9-10 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247618829 “Social Interaction does not require the mutual mirroring of cultural clones….[i]t depends on the mutual self-transformation of those who open themselves to what they are not, and find the experience educative….Reconciling our difference does not mean obliterating them. Relationality in the sense relevant to life in a pluralistic society find our differences an opportunity instead of an obstacle. Weaving is a good metaphor because it suggests that elements with sharply differing features can work together to create a single fabric, the value of which is a function of the ways in which its parts contrast and complement one another….Learning to compromise our demands for the sake of a common good is not to sacrifice them but to transform them. In the long run, after all, the common good is our good.” ]]> 2018-03-31 18:38:37 UTC https://padlet.com/aronleerosenberg/BS/wish/247618829 Levine in Treat, 2014, p. 174 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247618968 "The consensus among top economists [in the face of the evidence] is that the skills gap is a myth. High unemployment is mainly the result of a deficiency in aggregate demand and slow economic growth, not because workers lack the right education or skills."]]> 2018-03-31 18:40:47 UTC https://padlet.com/aronleerosenberg/BS/wish/247618968 …evidence or results-based, especially if the evidence is internally generated—like with the World Bank (Hickling-Hudson & Klees, 2010). aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247619091 2018-03-31 18:42:47 UTC https://padlet.com/aronleerosenberg/BS/wish/247619091 Biesta, 2007, p. 5 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247619213 “On the research side, evidence-based education seems to favor a technocratic model in which it is assumed that the only relevant research questions are questions about the effectiveness of educational means and techniques, forgetting, among other things, that what counts as ‘effective’ crucially depends on judgments about what is educationally desirable. On the practice side, evidence-based education seems to limit severely the opportunities for educational practitioners to make such judgments in a way that is sensitive to and relevant for their own contextualized settings. The focus on ‘what works’ makes it difficult if not impossible to ask the questions of what it should work for and who should have a say in determining the latter.” ]]> 2018-03-31 18:44:17 UTC https://padlet.com/aronleerosenberg/BS/wish/247619213 Westheimer, 2015, p. 5 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247619256 “[S]ince we can't measure what we care about, we start to care about what we can measure."]]> 2018-03-31 18:44:49 UTC https://padlet.com/aronleerosenberg/BS/wish/247619256 Klees, 2012, p. 56 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247619280 “We can pool our knowledge and let the best ideas win out in the ‘free marketplace of ideas.’ This is never true in the real world where knowledge is contested, and power governs the outcome of that contestation.” ]]> 2018-03-31 18:45:11 UTC https://padlet.com/aronleerosenberg/BS/wish/247619280 Steiner-Khamsi, 2012, p. 10 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247619380 “[W]hat some scholars call the ‘scientific method’ in educational research (quasi-experimental design) or ‘evidence-based policy planning’ serves international organizations to package existing projects, brand them as ‘best practices’ or a ‘global framework of education,’ and transfer them— as part of the programmatic conditionality of a loan or grant—to developing countries.” ]]> 2018-03-31 18:46:10 UTC https://padlet.com/aronleerosenberg/BS/wish/247619380 …using buzzwords to cover for manipulative or vapid thinking. (i.e. knowledge based, ‘stakeholder’, 21st century, design thinking, learning organization, lifelong learning.) aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247619713 2018-03-31 18:49:48 UTC https://padlet.com/aronleerosenberg/BS/wish/247619713 Allais & Nathan, 2014, p. 120 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247619817 “[D]espite emphasis on knowledge in policy documents, discussion about knowledge economies or knowledge societies, and curriculum reform, ‘knowledge’ is often used rhetorically, or as an empty category, with little thought going into what knowledge should be contained in the curriculum, and, in many countries…attempts to avoid specifying knowledge in the curriculum.” ]]> 2018-03-31 18:50:56 UTC https://padlet.com/aronleerosenberg/BS/wish/247619817 Mojab in Hamilton, 2014, p. 236 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247620012 “Lifelong learning has been marshalled as an ideological concept in two ways…it shifts the burden of increasing adaptability to the workers and at the same time, offers it as a ray of hope for a more democratic engaged citizenry.” ]]> 2018-03-31 18:53:56 UTC https://padlet.com/aronleerosenberg/BS/wish/247620012 …sensationalized out of a supposed crisis or around a popular leader or text. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247620552 2018-03-31 19:03:41 UTC https://padlet.com/aronleerosenberg/BS/wish/247620552 …disconnected from community organizing and movement building. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247620582 2018-03-31 19:04:11 UTC https://padlet.com/aronleerosenberg/BS/wish/247620582 …focused on a deficit model and on changing individuals. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247620989 2018-03-31 19:09:04 UTC https://padlet.com/aronleerosenberg/BS/wish/247620989 …not focused on the process. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621023 2018-03-31 19:09:44 UTC https://padlet.com/aronleerosenberg/BS/wish/247621023 …disconnected from relevant past models or attempts. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621039 2018-03-31 19:10:02 UTC https://padlet.com/aronleerosenberg/BS/wish/247621039 …lacking a support network to share resources and community. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621055 2018-03-31 19:10:17 UTC https://padlet.com/aronleerosenberg/BS/wish/247621055 …failing to meaningfully include marginalized voices. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621073 2018-03-31 19:10:37 UTC https://padlet.com/aronleerosenberg/BS/wish/247621073 …rushed. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621089 2018-03-31 19:10:56 UTC https://padlet.com/aronleerosenberg/BS/wish/247621089 …treating everyone as equally powerful. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621122 2018-03-31 19:11:35 UTC https://padlet.com/aronleerosenberg/BS/wish/247621122 …mostly online or on social media, especially without critical reflection. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621137 2018-03-31 19:12:08 UTC https://padlet.com/aronleerosenberg/BS/wish/247621137 …not balancing collective and instrumental imperatives with personal or intrinsic priorities. aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621158 2018-03-31 19:12:25 UTC https://padlet.com/aronleerosenberg/BS/wish/247621158 Casey, 2012, p. 398 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621679 “[O]rganizations must learn to sustainably balance rational production imperatives in conjunction with personnel demands for irreducible personal value and active participation in political interest representation in organizational life” ]]> 2018-03-31 19:20:38 UTC https://padlet.com/aronleerosenberg/BS/wish/247621679 Lotz et al., 2015, p. 78 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247621994 “The transformative, transgressive forms of learning described all require engaged forms of pedagogy that involve multi-voiced engagement with multiple actors. They also have an emphasis on co-learning, cognitive justice, and the formation and development of individual and systemic agency. Their focus is the public and the personal good."]]> 2018-03-31 19:24:19 UTC https://padlet.com/aronleerosenberg/BS/wish/247621994 Postman, 1997, p. 192 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247622079 "[T]echnology predisposes us to favor and value certain perspectives and accomplishments and to subordinate others. Every technology has a philosophy, which is given expression in how the technology makes people use their minds, in what it makes us do with our bodies, in how it codifies the world, in which of our senses it amplifies, in which of our emotional and intellectual tendencies it disregards."]]> 2018-03-31 19:25:49 UTC https://padlet.com/aronleerosenberg/BS/wish/247622079 Choudry, 2015, p. 58 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247622201 “Indeed the heightened focus on technology and social media brings with it risks of overestimating its significance in social movements and organizing spaces, and an over-reliance on what and who is being represented in these forums."]]> 2018-03-31 19:27:44 UTC https://padlet.com/aronleerosenberg/BS/wish/247622201 Olson, 2009, p. 35 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247622777 “Racial oppression is not simply one of many forms of domination; it has played a central role in the development of capitalism in the United States. As a result, struggles against racial oppression have a strategic centrality to them that other struggles do not.” ]]> 2018-03-31 19:37:47 UTC https://padlet.com/aronleerosenberg/BS/wish/247622777 Battiste et al., 2002, p. 90 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247622844 “Using both a theory of universality…and a hierarchy of difference, colonizers justified their aggression and vindicated and enriched the homeland as they maintained control and dominance over Indigenous peoples worldwide."]]> 2018-03-31 19:38:42 UTC https://padlet.com/aronleerosenberg/BS/wish/247622844 de Wet & Schoots, 2016, p. 73 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247622884 “There is a danger that hierarchy and specialisation act as barriers which discourage those who are not members of these groups from sharing their knowledge at these meetings. The danger seen here echoes the criticisms raised by those sceptical of LO [Learning Organization] discourse. Grieves (2008) has highlighted that ‘[t]he concept [of LO] discounts if not denies differences in power between a managerial elite and the bulk of ordinary employees’. This criticism points to a problem which seriously tests LOs: has the rhetoric of open and shared learning obscured deeply buried structurally unequal power relations?” ]]> 2018-03-31 19:39:16 UTC https://padlet.com/aronleerosenberg/BS/wish/247622884 Schnurer & Hahn, 2009, p. 156 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247623016 “Change takes time and moves slowly, for what we really are talking about is changing people’s minds."]]> 2018-03-31 19:41:15 UTC https://padlet.com/aronleerosenberg/BS/wish/247623016 Fullan, 2011, p. 4 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247623027 “You need a much better compass than one provided by a single technique; there are no good shortcuts."]]> 2018-03-31 19:41:33 UTC https://padlet.com/aronleerosenberg/BS/wish/247623027 Olson, 2009, p. 41 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247623075 “…the necessary, difficult, slow, and inspiring process of building movements falls through the cracks between sabotage and the autonomous zone..."]]> 2018-03-31 19:42:07 UTC https://padlet.com/aronleerosenberg/BS/wish/247623075 Cho et al., 2013, p. 793 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247630091 In this “insurgent…centripetal process….scholars interested in intersectionality strike out mainly in the margins of their disciplines and are often skeptical about the possibility of integrating mainstream methods and theories into their intersectional research. As they are less beholden to disciplinary conventions, their projects may draw on a variety of methods and materials, integrating them into innovative insights that might otherwise have been obscured."]]> 2018-03-31 21:50:09 UTC https://padlet.com/aronleerosenberg/BS/wish/247630091 Cho et al., 2013, p. 794 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247630133 “Innovative thinking at the margins of disciplines may also leave such scholars isolated, heightening the need for a broader interdisciplinary community."]]> 2018-03-31 21:51:18 UTC https://padlet.com/aronleerosenberg/BS/wish/247630133 Gow, 1997, pp. 278-9, partially quoting Spivak, 1996 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247630211 “If they are heard, they are heard on ‘our’ terms, not theirs: ‘The effort required for the subaltern to enter into organic intellectuality is ignored by our desire to have our cake and eat it too: that we can continue to be as we are, and yet be in touch with the speaking subaltern.'"]]> 2018-03-31 21:52:54 UTC https://padlet.com/aronleerosenberg/BS/wish/247630211 Battiste et al., 2002, pp. 91-2 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247630391 “Any educational agenda requires materials….[d]ialogues and networks.”     ]]> 2018-03-31 21:56:59 UTC https://padlet.com/aronleerosenberg/BS/wish/247630391 Howell, 2017, pp. 79-80 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247630419 “…the importance of…accessing resources, time to plan and network, and for inspiration.”]]> 2018-03-31 21:57:48 UTC https://padlet.com/aronleerosenberg/BS/wish/247630419 Choudry, 2015, p. 66 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247632853 “Sometimes we think we are facing something new or for the first time, but we are not aware that people who came, struggled, and thought before us might have grappled with similar dilemmas."]]> 2018-03-31 23:05:28 UTC https://padlet.com/aronleerosenberg/BS/wish/247632853 Hargreaves, 2005, p. 982 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247632891 “The absence of memory that creates openness to change is unavoidably accompanied by missing experiences that would otherwise put such change into perspective."]]> 2018-03-31 23:06:50 UTC https://padlet.com/aronleerosenberg/BS/wish/247632891 Tuck & Yang, 2013, p. 277 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247632922 “These are pedagogical questions, meaning they are meant to be asked in community, in conversation with lived life. The answers are important, yes, but more important is the opportunity to think and feel through these questions collectively.” ]]> 2018-03-31 23:07:57 UTC https://padlet.com/aronleerosenberg/BS/wish/247632922 Wilson, 2007, p. 195 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247632936 “The methods used will be process-oriented."]]> 2018-03-31 23:08:28 UTC https://padlet.com/aronleerosenberg/BS/wish/247632936 Dhillon, 2017, p. 87 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247632992 “A strategically insidious way to avoid accountability [when confronted with an injustice]...is to create frameworks of pathology (criminal, drop out, hooker, troubled youth) that position [an individual victim] as solely responsible for the ‘choices’ she has made…” ]]> 2018-03-31 23:10:26 UTC https://padlet.com/aronleerosenberg/BS/wish/247632992 Treat, 2014, p. 175 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247633023 “...blaming, as it does ‘failing schools’ and ‘dumb workers’ for ‘the economic calamity actually caused by a deregulated financial sector following a massive redistribution of income and wealth."]]> 2018-03-31 23:11:51 UTC https://padlet.com/aronleerosenberg/BS/wish/247633023 Ngcwangu, 2014, p. 246 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247633049  “[S]kills are socially constructed and are driven by social institutions."]]> 2018-03-31 23:12:30 UTC https://padlet.com/aronleerosenberg/BS/wish/247633049 Tuck & Yang, 2013, p. 270 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247633064 “[T]he multiplicity of voices in the room can help move the research from the individual to the structural."]]> 2018-03-31 23:12:58 UTC https://padlet.com/aronleerosenberg/BS/wish/247633064 Battiste et al., 2002, p. 93 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247633076 “Of course, it is the educational system and not the students that should be singled out for criticism."]]> 2018-03-31 23:13:31 UTC https://padlet.com/aronleerosenberg/BS/wish/247633076 Olson, 2009, p. 40 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247633236 “Radical change may be initiated by spontaneous revolts that are supported by subterranean free spaces, but these revolts are almost always the product of prior political movement building, and their gains must be consolidated by political organizations, not the spaces such organizations use. Social movements, then, are central to radical change."]]> 2018-03-31 23:18:40 UTC https://padlet.com/aronleerosenberg/BS/wish/247633236 Allan & Evans, 2006, p. 7 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247633253 “It means overcoming blindness due to present-focused thinking, opening our eyes to the importance of the past and future, to the relevance of our biological and cultural heritage and to the significance of the long-range consequences of our choices. It means overcoming blindness due to either/or thinking, opening our eyes to the ambiguities in our lives, to subtle gradations of value, multiple influences and complicated linkages, to webs of mutual dependence."]]> 2018-03-31 23:19:18 UTC https://padlet.com/aronleerosenberg/BS/wish/247633253 Choudry, 2015, p. 75 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247633308 “Accounts of movements thus become tales of strong, charismatic individuals, smart authors, and great ideas become the centre of social change rather than the organizing work it takes to build movements."]]> 2018-03-31 23:21:28 UTC https://padlet.com/aronleerosenberg/BS/wish/247633308 Olson, 2009, p. 41 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247633317 “…revolutionaries don’t make revolutions. Millions of ordinary and oppressed people do."]]> 2018-03-31 23:22:04 UTC https://padlet.com/aronleerosenberg/BS/wish/247633317 Dhillon, 2017, p. 83 aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/247633331 “…prioritizing the state’s ongoing and manifold strands of assault…to make visible the profound restrictions and harm that comes from the everyday, routinized violence inherent in particular social, economic, and political formations….that work to ‘structure possible fields of actions’…[which thereby] authorize and naturalize violence in the everyday through the dehumanizing controlling processes (Nader 1972) inherent in racialization and the attendant forms of settler colonization.” ]]> 2018-03-31 23:22:27 UTC https://padlet.com/aronleerosenberg/BS/wish/247633331 Works Cited aronleerosenberg https://padlet.com/aronleerosenberg/BS/wish/248932604 2018-04-05 15:53:13 UTC https://padlet.com/aronleerosenberg/BS/wish/248932604