Author:Maher, Frinde

As many of our readers know, in most issues of Radical Teacher the articles represent different approaches to a common theme. Our most recent "clusters," as we call them, have been on the themes of Teaching Against the Prison Industrial Complex; Jamming the Works: Art, Politics, and Activism; and Teaching With Technology. Several Board members, sometimes with others outside the magazine, edit each of these clusters and are responsible for soliciting and editing articles devoted to the theme. And sometimes cluster editors receive more articles than can be included in their single issue.

We also regularly receive unsolicited manuscripts. Typically each issue includes at least one "out of cluster" article chosen from these unsolicited manuscripts, and occasionally we have enough articles ready to go to constitute, themselves, a whole issue.

Thus, every once in a while, it is time for a "Miscellany." This one happens to include three articles originally meant for one of the recent clusters mentioned above and three unsolicited articles. However, what is striking about the articles assembled here is that each one, in its way, illustrates the enormous range and breadth of context, form, and content engaged by radical teachers these days. Radical teaching practices--as engagements in social change, as alternative educational interventions, and as multiple challenges to taken-for-granted institutional structures--take place in the streets, in prisons, and in communities, as well as classrooms from K through 12, college, and beyond.

Perhaps the most typical setting, traditionally, for an article in Radical Teacher would have been a college humanities classroom. Not one of the articles in this issue takes place there. Continuing with the Teaching Against the Prison Industrial Complex cluster, Doran Larson shows us how he breaks down the boundaries between the prisoners he teaches at Attica and the undergraduates he teaches at Hamilton College. He...

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