Occupying Schools, Occupying Land

2019 ◽  
Author(s):  
Rebecca Tarlau
Keyword(s):  
Public Schools ◽  
Leadership Development ◽  
Technical Knowledge ◽  
State Institutions ◽  
Local Schools ◽  
Collective Work ◽  
The Social ◽  
Economic Practices ◽  
Landless Workers Movement ◽  
Progressive Organizations

Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil’s Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST’s educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST’s educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.

scholarly journals Realities

2021 ◽  
pp. 59-84
Author(s):  
Jean-Michel Johnston
Keyword(s):  
Private Sector ◽  
Technological Development ◽  
The State ◽  
The Other ◽  
Social Connections ◽  
Technical Knowledge ◽  
State Institutions ◽  
The Social ◽  
Private Citizens ◽  
The One

This chapter highlights the collaboration between individuals in state institutions and the private sector during the 1840s in Bremen, Bavaria, Prussia, and Austria. Earlier expectations for the potential of telegraphy were confronted with the sobering reality of technological development. On the one hand, the efforts of the state, scientists, and railway companies were supported by the increasingly free circulation of technical knowledge between institutions, experts, and private citizens scattered across the German ‘landscape of innovation’. This circulation is illustrated by an examination of various technical periodicals, while the example of Werner Siemens, a Prussian lieutenant posted in Berlin, is used to illustrate the social connections which also often supported these exchanges of information. On the other hand, the period also witnessed an accentuation of the tensions between and within the private sector and the state, as the latter sought to establish its own interest in obtaining the technology. This combination of necessary collaboration and disagreement caused frustrations which, by 1847, threatened to stall the process of development.

The Racial Composition of Neighborhoods and Local Schools: The Role of Diversity, Inequality, and School Choice

2018 ◽  
Vol 17 (3) ◽  
pp. 675-701 ◽  
Author(s):  
Kendra Bischoff ◽  
Laura Tach
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Spatial Data ◽  
School Attendance ◽  
Social Contexts ◽  
Racial Composition ◽  
Neighborhood Schools ◽  
Local Schools ◽  
Opt Out ◽  
The Social

In an education system that draws students from residentially based attendance zones, schools are local institutions that reflect the racial composition of their surrounding communities. However, with opportunities to opt out of the zoned public school system, the social and economic contexts of neighborhoods may affect the demographic link between neighborhoods and their public neighborhood schools. Using spatial data on school attendance zones, we estimate the associations between the racial composition of elementary schools and their local neighborhoods, and we investigate how neighborhood factors shape the loose or tight demographic coupling of these parallel social contexts. The results show that greater social distance among residents within neighborhoods, as well as the availability of educational exit options, results in neighborhood public schools that are less reflective of their surrounding communities. In addition, we show that suburban schools are more demographically similar to their neighborhood attendance zones than are urban schools.

scholarly journals The Social(ist) Pedagogies of the MST: Towards New Relations of Production in the Brazilian Countryside

2013 ◽  
Vol 21 ◽  
pp. 41 ◽  
Author(s):  
Rebecca Senn Tarlau
Keyword(s):  
Public Schools ◽  
Social Relations ◽  
Cultural Production ◽  
Social Reproduction ◽  
Social Pedagogy ◽  
Rural Schooling ◽  
The Social ◽  
Political Struggles ◽  
Landless Workers Movement

This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities’ survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists—Paul Willis, Paulo Freire, and Antonio Gramsci—are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST’s social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST’s educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century.

Contentious Cogovernance and Prefiguration: A Framework for Analyzing Social Movement–State Relations in Public Education

2021 ◽  
pp. 0013189X2110234
Author(s):  
Rebecca Tarlau
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Social Movement ◽  
Community Organizing ◽  
Popular Education ◽  
Grassroots Organizations ◽  
Economic Practices ◽  
Landless Workers Movement ◽  
Movement Participation ◽  
State Relations

This article offers a framework for analyzing social movement participation in public education through a focus on universities in Brazil. It builds on the literature on social movement–state relations, participatory governance, and community organizing in schools, drawing on the case of the Brazilian Landless Workers Movement and the National Program for Education in Areas of Agrarian Reform (PRONERA) to illustrate the need to recenter the idea of conflict as a central and ongoing process of social movement participation in public schools and universities. The article also introduces the concept of prefiguration and highlights how students can prefigure in the formal public school system the types of social and economic practices they hope to build in the future. Contentious cogovernance and prefiguration are tools not only for improving educational equity but also for increasing the strength and internal capacity of social movements, paralleling the role Paulo Freire envisioned for nonformal popular education within grassroots organizations.

scholarly journals A HYBRID MULTIPLE CRITERIA EVALUATION METHOD OF RANKING OF CULTURAL HERITAGE STRUCTURES FOR RENOVATION PROJECTS

2017 ◽  
Vol 21 (3) ◽  
pp. 318-329 ◽  
Author(s):  
Zenonas TURSKIS ◽  
Zydrune MORKUNAITE ◽  
Vladislavas KUTUT
Keyword(s):  
Cultural Heritage ◽  
Evaluation Method ◽  
Social Needs ◽  
Problem Solution ◽  
Analytic Hierarchy ◽  
State Institutions ◽  
The Social ◽  
Heritage Buildings ◽  
Multiple Criteria Evaluation ◽  
Hierarchy Process

Cultural heritage item preservation, renovation and adaptation to the social needs of people, as well as their passing from generation to generation, is a problem relevant from economic, historical, archeological, religious, technological, research and other perspectives. They are typical strategic multi-criteria decision-making problems. The state institutions and the owners and managers of the heritage items invest in their preservation. In fact, every country has a great number of the registered heritage structures. To ensure their effective management and renovation, a lot of implementation projects and strategies should be developed and evaluated. This work requires large investments and time. The paper presents a hybrid model developed for ranking the heritage buildings intended for renovation according to their value. The model for problem solution based on integrated using two MCDM methods Analytic Hierarchy Process and EDAS. A set of the criteria for evaluating the projects, concerning the renovation of cultural heritage items defined.

The Social Relations of Business Representation and Devolved Governance in the United Kingdom

2003 ◽  
Vol 35 (10) ◽  
pp. 1853-1876 ◽  
Author(s):  
Mike Raco
Keyword(s):  
United Kingdom ◽  
Social Relations ◽  
Cooperative Networks ◽  
Regional Governance ◽  
State Institutions ◽  
Business Interests ◽  
The United Kingdom ◽  
The Social ◽  
Policymaking And Implementation ◽  
And Performance

The reform of regional governance in the United Kingdom has been, in part, premised on the notion that regions provide new territories of action in which cooperative networks between business communities and state agencies can be established. Promoting business interests is seen as one mechanism for enhancing the economic competitiveness and performance of ‘laggard’ regions. Yet, within this context of change, business agendas and capacities are often assumed to exist ‘out there’, as a resource waiting to be tapped by state institutions. There is little recognition that business organisations' involvement in networks of governance owes much to historical patterns and practices of business representation, to the types of activities that exist within the business sector, and to interpretations of their own role and position within wider policymaking and implementation networks. This paper, drawing on a study of business agendas in post-devolution Scotland, demonstrates that in practice business agendas are highly complex. Their formation in any particular place depends on the actions of reflexive agents, whose perspectives and capacities are shaped by the social, economic, and political contexts within which they are operating. As such, any understanding of business agendas needs to identify the social relations of business as a whole, rather than assuming away such complexities.

Paul Hindemith’s Cantata “Frau Musica” in the Context of the Participatory Musical Art Development

2021 ◽  
Vol 18 (4) ◽  
pp. 398-408
Author(s):  
Tatiana A. Tsvetkovskaya
Keyword(s):  
Social Role ◽  
Collaborative Work ◽  
Music Festivals ◽  
Musical Education ◽  
Leading Role ◽  
Collective Work ◽  
The Social ◽  
German Composer ◽  
Source Of Information

The article analyses the cantata “Frau Musica” by the German composer P. Hindemith. This work has come to be widely understood as an example of Gebrauchsmusik in the works of O. Leontieva, K.-D. Krabiel, M. Breivik. Gebrauchsmusik is often identified as utility music, which means that it is created for some specific purpose; but the purpose does not have to be utilitarian. In order to assess the profoundness of the composer’s concept and to clarify specifics of the descriptive term, it is necessary to go back to the basics of the theoretical debates about the social role of art that unfolded in the 1920s. Their main participants were H. Besseler and T. Adorno. A valuable source of information is the programs of music festivals in Donaueschingen and Baden-Baden, where Gebrauchsmusik was evolving as a multi-genre artistic experiment. Hindemith played the leading role in this process. It is also important to understand the reasons that prompted the composer to use M. Luther’s text in the cantata “Frau Musica”.Today the Gebrauchsmusik’s ideas — revitalization of the audience, expanding access to musical education and practical musical activities that evolve collaborative work — have gained the most relevance. According to the author’s hypothesis, “Frau Musica” can be regarded as an illustrative example of a work that combines different views on the nature of musical participation: a spiritual act, a collective work, the highest level of musical accessibility. In this particular composition, Hindemith intuitively found the most promising ways for the development of creative interaction between the composer and the listener, which subsequently led to the creation of a whole corpus of participatory works, including Tod Makover’s “City Symphonies”, Alexander Radvilovich’s “Baltic Music”, Paul Rissman’s “Supersonic”.

Social and Affective Development of Children: A Programmatic Perspective

1983 ◽  
Vol 49 (4) ◽  
pp. 339-346 ◽  
Author(s):  
Maurice J. Elias ◽  
Charles A. Maher
Keyword(s):  
Public Schools ◽  
Social Cognitive ◽  
Public Law ◽  
Instructional Program ◽  
Affective Development ◽  
Instructional Format ◽  
Cognitive Problem ◽  
The Social ◽  
State Of Affairs ◽  
Affective Domains

The development of handicapped and nonhandicapped children in the social and affective domains is considered as a potentially important, yet presently neglected aspect of Public Law 94–142. Given this current perceived state of affairs, the social-cognitive problem-solving approach is presented as a necessary and viable means for ensuring social and affective development of all children in public schools. Within this context, the utilization of a television-based instructional format to facilitate children's social and affective development is described, and application of that approach is illustrated by an actual example of a television-based instructional program.

Social Change Model of Leadership Development: A 4-Year Program

2018 ◽  
Vol 4 (2) ◽  
pp. 138-147
Author(s):  
Deirdre P. Dixon ◽  
Ana Maia Wales ◽  
Julia R. Pennington ◽  
Shannon Calega
Keyword(s):  
Social Change ◽  
Leadership Development ◽  
Leadership Skills ◽  
Change Model ◽  
Leadership Program ◽  
Social Change Model ◽  
The Social ◽  
Leadership Experiences ◽  
20Th Anniversary ◽  
Personal Level

The social change model (SCM) of leadership development defines all students as potential leaders. Service acts as a powerful means for developing leadership skills within our students. After the 20th anniversary celebration by the International Leadership Association of the SCM, the authors wanted to illustrate how practice can inform research as they applied the model to a 4-year leadership program. The President’s Leadership Fellows is a 4-year program where all students have an opportunity to develop into leaders through classroom and cocurricular leadership experiences. Students actively participate in individual and group activities designed to experience social change and leadership theory on a practical, personal level. The students can then identify with the key elements of the SCM framework. This article outlines this leadership program and how it can help inform further research from practice.

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