Teaching and the Meaning of Professional Dispositions in Education
Edited By Julie A. Gorlewski, David A. Gorlewski, Jed Hopkins and Brad J. Porfilio
Chapter Seven: The Big “O”: Occupying against Reductionism in Education Using Small and Sustained Actions
| 135 →
The Big “O”
Occupying against Reductionism in Education Using Small and Sustained Actions
In the United States, we have seen many examples of mobilizing for change, including the formation of workers’ unions and the battle for civil rights for many groups. The phrase “Occupy movements” became common vernacular in 2011 with Occupy Wall Street, which was inspired in part by the Arab Spring protests. The phrase has increasingly been applied to various protests against inequality around the world, generating a shared organizing concept for discussion and action. The website Occupy Together (www.occupytogether.org) is one example of a discussion forum for Occupy movements; it includes the goals to “resist,” “restructure,” and “remix” as a process for work to make fundamental changes in institutions and systems of inequity. The voices of scholars, politicians, and celebrities further demonstrate the robustness of Occupy movements as an organizing concept. Cornel West, for example, noted the connections between change process and democracy, calling the Occupy movement a “democratic awakening” (Quinn, 2012).
Education is a major institutional system in the United States, and is historically based on the idea of building citizens for a democratic society. While that idea raises questions such as “Who is allowed to participate in that democracy and who isn’t?” there is very little doubt that increasingly the democracy of schools is no longer within the hands of teachers, students, families,...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.