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Wilma de Jong
Pluto Press, 2005

front cover of Collaborative Imagination
Collaborative Imagination
Earning Activism through Literacy Education
Paul Feigenbaum
Southern Illinois University Press, 2015

Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universal first-class citizenship and devise practical methods for enacting this vision. In this important volume, literacy scholar Paul Feigenbaum explores how literacy education can facilitate activism in contemporary contexts in which underserved populations often remain consigned to second-class status despite official guarantees of equal citizenship. By conceiving of education as, in part, a process of understanding and grappling with adaptive and activist rhetorics, Feigenbaum explains, educators can direct people’s imaginations toward activism without running up against the conceptual problems so many scholars associate with critical pedagogy. Over time, this model of education expands people’s imaginations about what it means to be a good citizen, facilitates increased civic participation, and encourages collective destabilization of, rather than adaptation to, the structural inequalities of mainstream civic institutions. Feigenbaum offers detailed analyses of various locations and time periods inside, outside, and across the walls of formal education, including the Citizenship Schools and Freedom Schools rooted in the Civil Rights Movement of the 1950s and 1960s; the Algebra Project, a current practical-literacy network; and the Imagination Federation, a South Florida–based Earth-Literacy network. Considering both the history and the future of community literacy, Collaborative Imagination offers educators a powerful mechanism for promoting activism through their teaching and scholarship, while providing practical ideas for greater civic engagement among students.

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Impactful Community-Based Literacy Projects
Lesley S. J. Farmer
American Library Association, 2021

Foreword by Dr. Lois Bridges

Inspired by the Library of Congress Literacy Awards Program and its applicants, which have showcased and disseminated innovative literacy initiatives across the country and around the world since 2013, this book provides evidence-based practice guidelines for librarians and educators. To optimize results, the projects in this book blend early literacy benefits, fundamental reading skills, and other foundational concepts with culture- or community-specific sensitivity and leveraging. They’re adaptable based on age, audience, size, resources, and budget; and most importantly, they address social inequities and foster cross-culture interactions. Inside, readers will find

  • detailed profiles of dozens of successful literacy projects, which include such activities as oral storytelling, the Parent-Child Home Program, a repository of multilingual children’s stories, accessible web readers, personal tutors, and many more; 
  • an overview of universal steps to literacy, explaining how people learn, generic reading skill development, human developmental issues, and habits of literacy;
  • research-based factors for impactful literacy projects;
  • discussion of the importance and role of literacy partners such as families, schools and universities, libraries, government agencies, nonprofit organizations, and for-profit entities;
  • advice on project planning, including needs assessment, goals and objectives, literacy review, target audience, project personnel, resources, setting and timing, communication, support, implementation, and continuous assessment and improvement; and
  • guidance on building capacity, empowering the community, and sustaining a culture of literacy.
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Local Climate Action Planning
Michael Boswell, Adrienne Greve, and Tammy L. Seale
Island Press, 2011
Climate change is a global problem, but the problem begins locally. Cities consume 75% of the world's energy and emit 80% of the world's greenhouse gases. Changing the way we build and operate our cities can have major effects on greenhouse gas emissions. Fortunately, communities across the U.S. are responding to the climate change problem by making plans that assess their contribution to greenhouse gas emissions and specify actions they will take to reduce these emissions.

This is the first book designed to help planners, municipal staff and officials, citizens and others working at local levels to develop Climate Action Plans. CAPs are strategic plans that establish policies and programs for mitigating a community's greenhouse gas (GHGs) emissions. They typically focus on transportation, energy use, and solid waste, and often differentiate between community-wide actions and municipal agency actions. CAPs are usually based on GHG emissions inventories, which indentify the sources of emissions from the community and quantify the amounts. Additionally, many CAPs include a section addressing adaptation-how the community will respond to the impacts of climate change on the community, such as increased flooding, extended drought, or sea level rise.

With examples drawn from actual plans, Local Climate Action Planning guides preparers of CAPs through the entire plan development process, identifying the key considerations and choices that must be made in order to assure that a plan is both workable and effective.
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Saving the World
A Brief History of Communication for Devleopment and Social Change
Emile G. McAnany
University of Illinois Press, 2012
This far-reaching and long overdue chronicle of communication for development from a leading scholar in the field presents in-depth policy analyses to outline a vision for how communication technologies can impact social change and improve human lives. Drawing on the pioneering works of Daniel Lerner, Everett Rogers, and Wilbur Schramm as well as his own personal experiences in the field, Emile G. McAnany builds a new, historically cognizant paradigm for the future that supplements technology with social entrepreneurship.
 
McAnany summarizes the history of the field of communication for development and social change from Truman's Marshall Plan for the Third World to the United Nations' Millennium Development Goals. Part history and part policy analysis, Saving the World argues that the communication field can renew its role in development by recognizing large aid-giving institutions have a difficult time promoting genuine transformation. McAnany suggests an agenda for improving and strengthening the work of academics, policy makers, development funders, and any others who use communication in all of its forms to foster social change.
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Vision, Rhetoric, and Social Action in the Composition Classroom
Kristie S. Fleckenstein
Southern Illinois University Press, 2009

In this innovative volume, Kristie S. Fleckenstein explores how the intersection of vision, rhetoric, and writing pedagogy in the classroom can help students become compassionate citizens who participate in the world as they become more critically aware of the world. Fleckenstein argues that all social action—behavior designed to increase human dignity, value, and quality of life—depends on a person’s repertoire of visual and rhetorical habits. To develop this repertoire in students, the author advocates the incorporation of visual habits—or ways of seeing—into a language-based pedagogical approach in the writing classroom. According to Fleckenstein, interweaving the visual and rhetorical in composition pedagogy enables students to more readily perceive the need for change, while arming them with the abilities and desire to enact it.

 The author addresses social action from the perspective of three visual habits: spectacle, which fosters disengagement; animation, or fusing body with meaning; and antinomy, which invites the invention of new realities. Fleckenstein then examines the ways in which particular visual habits interact with rhetorical habits and with classroom methods, resulting in the emergence of various forms of social action.  To enhance the understanding of the concepts she discusses, the author represents the intertwining relationships of vision, rhetoric, and writing pedagogy graphically as what she calls symbiotic knots. In tracing the modes of social action privileged by a visual habit and a teacher’s pedagogical choices, Fleckenstein attends particularly to the experiences of students who have been traditionally barred from participation in the public sphere because of gender, race, or class.  The book culminates in a call for visually and rhetorically robust writing pedagogies.

In Vision, Rhetoric, and Social Action in the Composition Classroom, Fleckenstein combines classic methods of rhetorical teaching with fresh perspectives to provide a unique guide for initiating important improvements in teaching social action. The result is a remarkable volume that empowers teachers to best inspire students to take part in their world at that most crucial moment when they are discovering it.

 

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