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Additional Options

Fugitive Pedagogy

Books

  • Andreotti, V. (2011). Actionable postcolonial theory in education. Palgrave Macmillan.
  • Brim, M. (2020). Poor queer studies: Confronting elitism in the university. Duke University Press.
  • Hutchinson, Y., Cortez Ochoa, A. A., Paulson, J., & Tikly, L. (Eds.). (2023). Decolonizing education for sustainable futures. Bristol University Press.
  • Johnson, A., Joseph-Salisbury, R., & Kamunge, B. (Eds.). (2018). The fire now: Anti-racist scholarship in times of explicit racial violence. Zed Books.
  • Patel, L. (2021). No study without struggle: Confronting settler colonialism in higher education. Beacon Press.

Papers & Articles

  • Caldas, B. (2021). “I felt powerful”: Imagining re-existence through an embodied fugitive pedagogy for Mexican American/Latinx teachers. Equity & Excellence in Education, 54(2), 136-151. https://doi.org/10.1080/10665684.2021.1951628
  • Coles, J. A., Ohito, E. O., Green, K. L., & Lysicott, J. (2021). Fugitivity and abolition in educational research and practice: An offering. Equity & Excellence in Education, 54(2), 103-111. https://doi.org/10.1080/10665684.2021.1972595
  • Gibbs, B. (2021). “Strange fruit”: Teaching the present and past of racial violence in the rural South. Equity & Excellence in Education, 54(2), 165-181. https://doi.org/10.1080/10665684.2021.1951632
  • Khan, A. (2022). States of precarity and pains of utopic pedagogy: Methodologies of Hope in Times of Crises. Feminist Formations, 34(1), 318-338. https://doi.org/10.1353/ff.2022.0013
  • Kynard, C. (2023). “Oh no she did NOT bring her ass up in here with that!” Racial memory, radical reparative justice, and Black feminist pedagogical futures. College English, 85(4), 318-345. https://doi.org/10.58680/ce202332458
  • Maldonado, D. A., & Meiners, E. R. (2021). Due time: Meditations on abolition at the site of the university. Social Text, 39(1), 69-92. https://doi.org/10.1215/01642472-8750112
  • Martino, W. (2022). A transgender studies approach for educators in schools: Reflections on “cissexist pitfalls,” bifurcated frameworks, and racial justice. Teachers College Record: The Voice of Scholarship in Education, 124(8), 17-42. https://doi.org/10.1177/01614681221121514
  • Mayorga, E., Cheuk, T., Conner, J., & Quinn, R. (2022). Afterword: Fugitive praxis and the unsettling of the imperial university. Peabody Journal of Education, 97(5), 631-638. https://doi.org/10.1080/0161956X.2022.2143701
  • McNeill, O., Love, B. L., Patel, L., & Omotoso Stovall, D. (2021). “No trifling matter”: A kitchen-table talk on abolition and fugitivity. Equity & Excellence in Education, 54(2), 112-120. https://doi.org/10.1080/10665684.2021.1951634
  • Ohito, E. O. (2020). “The creative aspect woke me up”: Awakening to multimodal essay composition as a fugitive literacy practice. English Education, 52(3), 186-222. https://doi.org/10.58680/ee202030596
  • Patel, L. (2019). Fugitive practices: Learning in a settler colony. Educational Studies, 55(3), 253-261. https://doi.org/10.1080/00131946.2019.1605368
  • Quantz, M., Buell, J., & The Editorial Board of the Assembly. (2019). Disrupting epistemic injustice in education research through digital platforms and public scholarship. Critical Questions in Education, 10(2), 120–134. https://files.eric.ed.gov/fulltext/EJ1219685.pdf
  • Riley, K., & Solic, K. (2021). Abolitionist teacher education in the contact zone: Tensions of facilitating teacher candidate learning in activist educator spaces. Equity & Excellence in Education, 54(2), 152-164. https://doi.org/10.1080/10665684.2021.1951633
  • Shahjahan, R. A., Estera, A. L., Surla, K. L., & Edwards, K. T. (2022). “Decolonizing” curriculum and pedagogy: A comparative review across disciplines and global higher education contexts. Review of Educational Research, 92(1), 73-113. https://doi.org/10.3102/00346543211042423
  • Snaza, N., & Singh, J. (2021). Introduction: Dehumanist education and the colonial university. Social Text, 39(1), 1-19. https://doi.org/10.1215/01642472-8750064
  • Tuck, E., & Yang, K. W. (2014). Unbecoming claims: Pedagogies of refusal in qualitative research. Qualitative Inquiry, 20(6), 811-818. https://doi.org/10.1177/1077800414530265
  • Valle, J., Slaton, A., & Riley, D. (2022, August). A third university is possible? A collaborative inquiry within engineering education. In 2022 ASEE Annual Conference & Exposition. https://peer.asee.org/a-third-university-is-possible-a-collaborative-inquiry-within-engineering-education.pdf
  • Zaino, K. (2021). Teaching in the service of fugitive learning. #CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College, 3(1), 64-80. https://doi.org/10.24968/2473-912X.3.1.5
  • Zembylas, M. (2021). Affective strategies of abolition pedagogies in higher education: Dismantling the affective governmentality of the colonial university. Equity & Excellence in Education, 54(2), 121-135. https://doi.org/10.1080/10665684.2021.1951396