Introducing Earthseed: An Abolitionist Framework for Community Education and Organizing

The Earthseed Framework uses place-based participatory-action research, land-based learning, and collective narrative to examine issues of land, food, and environmental justice, through an explicit racial and socioeconomic lens. What proceeds below is the the initial sketch for such the framework and the rationale behind it: to resist the physical and ideological enclosures which dilute the ... Read More

Moving Toward a Red, Black, and Green Ecology

In discussing various Red and Black pedagogies of resistance some common themes emerge. Where education is anchored to the practical experience of living, it rejects the alienation of learning and labor. Centering Black and Indigenous health, safety, and wellness — physically, emotionally, and spiritually — in recognition of our common humanity, rejects enclosures of the ... Read More

Black Pedagogies: From Emancipation to Self-Determination

The most radical incarnation of fugitivity in this case would be the total rejection of the school. Higher school dropout rates amongst Black, Brown, and Indigenous youth are most often pathologized, as character flaws or cultural deficits, but within the context of schooling as domination, dropping out of school amounts to an act of refusal ... Read More

Red Pedagogies: From Decolonization to Resurgence

Within Red pedagogies there is no separation between education and activism, because if education is to reproduce the means of life, the ways of thriving in right relationship to people and land, it must contend with the forces and relations — settler colonialism, white supremacy, capitalism — which deny those very possibilities. Red pedagogies form ... Read More

Struggles Against Enclosure: Black and Indigenous Pedagogies of Resistance

For both Black and Indigenous people, there have been tensions between the cultural and the political, manufactured by State and Capital in order to disrupt our collective lifeways and to continue the project of settler colonial capitalist exploitation and domination. From these tensions emerge practices of cultural recognition as an end in itself, as with ... Read More

Needs, Barriers, and the Enclosure of Life

While the hierarchy of needs purports to represent a “theory of human motivation”, it also implicitly reveals the mediators — both barriers and facilitators — between people and their fundamental needs, most prominently: 1) the state, which claims ownership or control of land under false premises of democratic appointment and collective good, and 2) capital, ... Read More

The Archive, the Ledger, and the Enclosure of Experience

The Archive and its silences are reproduced in schools through history curricula wherein Black people are perpetual victims with brief flashes of intelligence, resilience, or moral standing, and only where these things are amenable to the state and capital. Those lacunae wherein we exercise our freedom, agency, and authentic self-expression — remain hidden beneath the ... Read More

EdTech, Big Data, and Surveillance

We have been manipulated into complicity in our own surveillance, trading not just our own safety, security, and sovereignty, but that of nearly everyone else in the world, for conveniences we have otherwise never known. Most of us barely grasp the unprecedented power we have vested in this network, such as to position these companies ... Read More

Capital Accumulation, Social Control, and the Enclosure of Learning and Labor

Teachers and students suffer mutual alienation. Students, because schools enclose communities and internally divide students from one another through individualism and competition. Teachers, meanwhile, become invisible, less identifiable as people, so much as agents of the institution. This is analogous to how white people are positioned as agents of white supremacy, which dissolves them into ... Read More

Native Assimilation, Black Subordination, and the Enclosure of Knowledge

White settlers, in viewing Black and Indigenous people as inferior, took distinct approaches to the two populations. For Black folx, the educational project was about subordination, a frequently reinforced reminder that we should be subordinate to white dominance, both as laborers, and as infantilized charges. The northern missionaries saw themselves as doing “God’s work“ by ... Read More