This syllabus progresses, somewhat narratively, through an approach to and practice of community writing via distinct ways of thinking through communal and reciprocal relationships to knowledge sharing while considering an expansive ethics of care, radical pedagogical interventions in teaching and learning, and engaging with the possibilities for teaching and learning within and outside of traditional learning spaces (e.g., universities, classrooms, etc.). This syllabus' early sections engage with those pedagogies that underpin much of radical educational praxis as well as various, evolving discourses on thinking and building with care. These texts and the associated community writing prompts are also supported by interrogations of academic spaces and fugitive practices of intellectual and material resource redistribution. The second section contends directly with a multi-/translingual understanding of language, engaging translation and community listening as a means of identifying entry points through which community writing may be pursued. With the ethical, epistemological, and methodological considerations grounding a relationship to and understanding of community writing, the third section of the syllabus offers a series of "case studies" that all function as examples of radical expressive collaboration alongside some reflections and critical discourses on those works. The syllabus concludes with an opportunity to engage with the practical aspects of producing community and collaborative writing, thinking through various organizing and implementation strategies and approaches that may help in the production of work of this kind, while extending the opportunity to develop systems by which the work can be realized as truly communal and collaborative.

List of Texts

  1. "Resituating Reciprocity within Longer Legacies of Colonization: A Conversation" by Shane Bernardo and Terese Guinsatao Monberg (2019)
  2. "Literacies of Land: Decolonizing Narratives, Storying, and Literature" by Sandra Styres (Kanien’kehá:ka) from Indigenous and Decolonizing Studies in Education (2018)
  3. "‘Nothing Comes without its World’: Thinking with Care" by María Puig de la Bellacasa (2012)
  4. Matters of Care by María Puig de la Bellacasa (2017)
  5. "The Care of the Possible: Isabelle Strengers interviewed by Erik Bordeleau" (2011)
  6. Teaching to Transgress: Education as Practice of Freedom by bell hooks (1994)
  7. Pedagogy of the Oppressed by Paolo Friere (1968)
  8. Teaching Community: A Pedagogy of Hope by bell hooks (2003)
  9. The Undercommons: Fugitive Planning & Black Study by Fred Moten & Stefano Harney (2013)
  10. The Para-Academic Handbook: A Toolkit for Making-Learning-Creating-Acting, edited by Alex Wardrop & Deborah Withers (2014)
  11. "The Pedagogy of Negating the Institution" by Jakob Jakobsen (2013)
  12. "Toward a Model for Preparatory Community Listening" by Karen Rowan and Alexandra J. Cavallaro (2018)
  13. "Translation as (Global) Writing" by Bruce Horner and Laura Tetreault (2016)
  14. "Translingual Communities:Teaching and Learning Where You Don't Know the Language" by Elizabeth Kimball (2015)
  15. The Combahee River Collective Statement by The Combahee River Collective (1977)
  16. 54 by Wu Ming and translated into English by Shaun Whiteside (2002)
  17. The Wu Ming Foundation: A Collective Approach to Literature, Art, and Politics in 21st Century Italy by Melina Masterson (2016)
  18. Caverns by O.U. Levon with introduction by Ken Kesey (1990)
  19. "Collaboration in the Writing Classroom: An Interview with Ken Kesey" by Carolyn Knox-Quinn (1990)
  20. "The Tyranny of Structurelessness" by Jo Freeman (1970) and The Tyranny of Tyranny by Cathy Levine (1974)
  21. A Consensus Handbook: Co-operative Decision-Making for Activists, Co-ops and Communities by Seeds for Change (2013)
Introduction and List of Texts