Exploring Solidarity in Teacher Learning and Activism for Social Justice

Teaching and organizing for social justice can be an alienating experience in the current educational climate. Being a part of a network of educators can help create community, support, and solidarity. Solidarity is a socio-political topic that has been understudied and, we argue, holds great potential for understanding the transformative power of educators organizing for social justice. In this paper, we draw on examples of educators’ narratives of solidarity who contributed to a social justice event organized by a grassroots educators' organization. Through the narratives of a community organizer, a classroom educator, and a community based arts educator, we highlight the themes and discursive resources that were typical expressions of solidarity across the data set. We argue that being able to recognize solidarity as a process and practice can lead to a more strategic approach to social justice movement building for schools and communities. I don't believe that women and men of the world, independent of their political positions yet conscious of their dignity as men and women, will not want to reflect on the sense of foreboding.that one day will lead to a new rebellion where the critical word, the humanist philosophy, the commitment to solidarity, the prophetic denunciation of the negation of men and women, and the proclamation of a world worthy of human habitation will be the instruments of change and transformation. Paulo Freire, 1998. The above quote from Paulo Freire’s Pedagogy of Freedom speaks of a world where people work together for social change and liberation. Educators, in and outside schools, constitute a powerful force who can work together for educational liberation. It is a matter of finding spaces where we can join in solidarity to raise our voices and act for social justice. Community based sites for teacher learning exist across the nation and world. Some of these are focused on social justice, equity, and position teachers as activists working together for educational equity and justice. Educators for Social Justice (ESJ) is an example of one of these groups. ESJ is a grassroots, teacher-led professional development organization whose mission is to develop and support socially just practices in schools. ESJ provides a range of transformative learning contexts for educators across the lifespan, school district, geographical region to contribute to social justice education (e.g. Inquiry-to-Action Groups, racial equity curriculum partnership, a teacherled conference). Many of the leaders in this group identify as educational leaders, activists, and social justice educators. From working with ESJ we have experienced reciprocity and community as we collaborate alongside other educators for social justice in schools. We refer to this sense of connection as solidarity which is an important construct in building social movements for educational justice. Darder (2017) writes “the transformation of schools can only take place when teachers, working in solidarity, take ownership and struggle to radically change the political and economic structures of power that defile our revolutionary dreams” (p. 509). The incorporation of humanization and solidarity is one of the most important challenges for education in the twenty first century, and it has been a central pillar in critical pedagogy (Fránquiz & Salazar, 2004; Freire, 1996; 1 Rogers is part of ESJ’s Board, a member of the annual Conference Planning Committee, presenter at the conference, and co-founder. Calle-Diaz was a presenter at the conference. 64 Rogers and Calle Díaz: Solidarity in Teacher Learning and Activism Published by DigitalCommons@UNO, 2018 Freire, Freire & Ferreira, 2014; Giroux, 2006). Solidarity is a socio-political topic that has been understudied and, we argue, holds great potential for understanding the transformative power of educators organizing for social justice. There is a body of literature on solidarity that crosses health care (Sans, 1992; Chinitz, Preker & Wasem, 1998; Maarse & Paulus, 2003), economics (Allard, Davidson & Matthaei, 2008; Kawano, Masterson & TellerElsberg, 2010; Laville, 2010) and intergenerational relationships (Bengtson & Roberts, 1991; Daatland & Lowenstein, 2005). Much of the scholarship on the subject (Bayertz, 1999; Komter, 2005; Koster, 2009; Parsons, 1951; Stjernø, 2004) agrees on some common characteristics of solidarity: it arises from a community of practice; it promotes a common good; it is shaped by belonging; it can be voluntary or compulsory; it may occur within an oppressed community against an oppressive system, or it can serve as a way for a privileged community to stand up for those who are less privileged. Situated in a longitudinal, ethnographic study of Educators for Social Justice, this paper explores the concept of solidarity through one of ESJ’s annual events—the Educating for Change Curriculum Conference. The Educating for Change conference is an annual social justice conference led by educators. The theme of the 2018 conference was “Building Counter-narratives for Radical Hope and Healing. ” Taking a closer look at this conference, we reasoned, could help us to theorize about solidarity as a practice and process. We asked: How might listening to voices from the Educating for Change conference provide a window into understanding the complexity of solidarity in organizing for social justice education? What thematic and discursive contours characterize contributors’ descriptions and experiences of solidarity at this event?