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Edited by Nicholas D. Hartlep and Brandon O. Hensley

Critical Storytelling in Urban Education shares poems and stories written by college students attending Metropolitan State University in Saint Paul, Minnesota, and Wayne State University in Detroit, Michigan. The poets and storytellers in this gripping volume address challenges they have faced, issues of sexual abuse, racial politics, cultural identity, stigmatization of marginalized communities, immigration, and other forms of struggle within and outside of urban educational settings. They are students in Education, Communication Studies, Business, and English, among other disciplines. Academic writing has been frequently reserved to professors and doctoral students. This collection is different in that the writing of undergraduate and master students is featured. In a world of unrest, strife, and division, critical stories are sacrosanct.

Contributors are: Zalika Aniapam, Ian Aufdemberge, DeJanay Booth, Heather Carr, Drayton Cousins, Talias DeBerry, Emma Fagan, Itzel Valdez Flores, Michael Harris, Jenny Kalvik, James A. Malone, Renée McKendrick, Avrora Moussorlieva, Justine Naj, Marvin Peterson, Victor Shaw, Mark Sri Spurlin, Amal Shukr, Ashley Teffer, Cece Trella, Denise Vang, Nalee Vang, Allyson Webb, and Kia Yang.

Share Engage Educate

SEEding Change for a Better World

Vinesh Chandra

There are no doubts that our world is becoming increasingly more connected through digital technologies. For meaningful participation in this environment, our children need to be digitally literate. Yet there are many children in developing countries who have yet to touch a computer because of social disadvantage. For these children, schools are the only place where they can build this capacity. However, many schools in these communities are under resourced. They do not have library books, let alone digital resources. As a consequence, teaching and learning strategies have remained unchanged for decades.

The field of critical pedagogy evolved through the initial work of Paulo Freire. This theory is underpinned by critical thinking about societal issues followed by action and reflection. When citizens are armed with such knowledge and skills, they can positively impact on the lives of the underprivileged. However, critical pedagogy is still struggling to find its meaningful place, particularly in higher education. This is largely due to the lack of effective models and critical educators.

This book is an auto-ethnography which presents accounts of the initiatives that were undertaken to promote print and digital literacy in rural and remote schools in eight developing countries. It highlights the experiences of school leaders, teachers, university staff and students, and globally minded citizens working alongside the local communities to enhance the quality of education for 15,000 to 20,000 children in these schools. The book showcases how critical pedagogy can unfold in the real world and how we can collaboratively make a difference.