Education for Liberation Network

July 1, 2008 at 1:50 pm 1 comment

The Education for Liberation Network is a pretty great website and an amazing learning tool. From their about:

The Education for Liberation Network is a national coalition of teachers, community activists, researchers, youth and parents who believe a good education should teach people—particularly low-income youth and youth of color—how to understand and challenge the injustices their communities face…

The network aims to help improve the practice of Education for Liberation by bringing people together to learn from each other’s experiences. The network provides a space for members to share knowledge and work together to create tools for liberatory education. By building alliances that cross the boundaries of geography, occupation and age we hope to nurture communities of thoughtful, socially-engaged people and to maximize the impact of their work…

The network also has some amazing features, including their e-mail list serve of education for liberation articles, their Edlib Lab that allows you to easily search for liberation education articles and websites*, the “talkin’ bout” section that brings together people for public and online conversations on important topics, and more. It can be a little annoying to sign up for different sections, and you have to go through several e-mails to do so, but I promise it is well worth it.

*Something great I already found from the EdLib Lab is “The African Free School Collection.” Here’s their brief history on the African Free School:

In 1787, at a time when slavery was crucial to the prosperity and expansion of New York, the New York African Free School was created by the New York Manumission Society, a group dedicated to advocating for African Americans. The school’s explicit mission was to educate black children to take their place as equals to white American citizens. It began as a single-room schoolhouse with about forty students, the majority of whom were the children of slaves, and by the time it was absorbed into the New York City public school system in 1835, it had educated thousands of children, a number of whom went on to become well known in the United States and Europe. The New-York Historical Society’s New York African Free School Collection preserves a rich selection of student work and community commentary about the school. This site showcases pages from Volume IV of the collection, Penmanship and Drawing Studies, 1816–26, and tells the story of the school and of African American New York in the late eighteenth and early nineteenth centuries.

While this “Free School” might fall under a different definition than is being used on this blog, it is nonetheless quite amazing and spectacular. I plan to scour this site and eat up the history of this free school, which was doing something amazingly brave and liberating in a place of astonishing cruelty and oppression.

All in all, the Education for Liberation Network is an amazing organization and resource tool. You should definitely check it out.

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Entry filed under: DIY, Learning, Teaching. Tags: , , , , , .

Free Schooling Quotes for 6/30/2008 Intersecting Free Schools and Other Oppressions: Prisons

1 Comment Add your own

  • 1. cvslevy  |  July 1, 2008 at 2:03 pm

    A great example of today’s merging of the struggle for education for liberation is the Algebra Project. http://www.algebra.org/

    From their website:

    Who We Are > History

    The Algebra Project was founded in 1982 by a Harlem-born and Harvard-educated Civil Rights’ leader, Dr. Robert P. Moses through the use of his MacArthur Fellowship award. Over the past two decades, AP grew from teaching math in one school in Cambridge, MA, to more than 200 middle schools across the country by the late 1990s, developing successful models of whole-school and community change.

    AP’s unique approach to school reform intentionally develops sustainable, student-centered models by building coalitions of stakeholders within the local communities, particularly the historically underserved population. Since 2000, we have continued to provide the context in which students, schools, parents and communities maximize local resources and take ownership of their own community building and mathematics education reform efforts, which now include high school as well as middle grade initiatives.

    The civil rights work in the 1960s culminated in the national response to protect a fundamental right: the right to vote. Our current work seeks a national response to establish a fundamental right: the right of every child to a quality public school education.

    Reply

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