艾可直播

Reimagining Nonformal Education and Social Justice Through Experiential Learning Course:聽This past summer, 艾可直播 University (AU) School of Education (SOE) students took part in a learning expedition that both聽enhanced their knowledge聽and strengthened聽one of the school鈥檚 courses.

By聽Lumumba Dunduza | January 12, 2023

The 艾可直播 University聽School of Education聽International Training and Education Program (ITEP), now in its 40^th聽year, is a unique master of arts offering聽in that its students gain a聽strong foundation in the theory, principles, and practice of intercultural learning and the intricacies of project management and training design. The program includes a range of courses that cover topics such as decolonizing traditional teaching curricula, managing global nonprofit organizations, and the integration of out-of-school learning in international settings.

ITEP聽Program Director Dr. Elizabeth A. Worden and Scholar in Residence Dr. Michael Gibbons recently launched a pilot elective course on nonformal education, entitled聽Nonformal Education for Social Change.聽As an added boon, this new course included an聽ingredient that was a huge hit with its students and faculty.

In 2020, Worden, Gibbons, and Beck Waghorne (ITEP 鈥�22), decided to not only create a course focused on nonformal education but include an experiential component at the historic Highlander Research and Education Center (formerly known as the聽Highlander Folk School), located on an聽Appalachian聽mountainside of Tennessee. The Highlander Center has a rich legacy of community building and civil rights activism. Founded in 1932 by聽Appalachian educator and activist聽Myles Horton 鈥� along with educator Don West, Methodist Minister James A. Dombrowski, and others 鈥撀燞ighlander initially served as a vehicle to provide Appalachian Mountain people (鈥淗ighlanders鈥�) with practical education imbued with community organizing to facilitate their solving their own problems.聽

Over its 90-year history, the center expanded its aim and played a pivotal role in the civil rights movement and in innumerable labor rights struggles involving immigrants, migrant workers, and other groups grappling for social justice.聽It was one of the leading organizational locales for renowned civil rights figures, including Dr. Martin Luther King, Jr., Rosa Parks, John Lewis, Julian Bond,聽Septima Clark,聽members of the聽Student Nonviolent Coordinating Committee聽(SNCC), and others, whose extremely courageous advocacy for desegregation, racial justice, and equity positively evolved the world. Highlander was the sanctuary where many of their protests were strategized.

According to Dr. Gibbons, 鈥淗ighlander is a very special place. In some ways, it is the mother of our commitment to antiracism at the School of Ed. So, we really wanted to go back to our roots of where this idea of combating racism comes from and what we could learn as a School of Ed from an unusual education institution devoted to that.鈥�

Upon arrival at Highlander, students and faculty immediately immersed themselves in the center鈥檚 culture: lodging at one of its rural campuses, studying the center鈥檚 history of education work for social justice, and spending time in its historical archives. Each day with Highlander staff, led by Education Director Trina Jackson, the group enthusiastically took in the center鈥檚 methods and lessons learned.

Jackson taught students six core social justice methods that Highlander has long used and refined: Intergenerational organizing; Language justice; Land, legacy, and place; Participatory action research; Popular education; and Cultural organizing. Students were able to fully absorb the concepts and use them as raw material for the discussions they took part in throughout the week, often while seated in rocking chairs in a 40-chair circle in an octagonal classroom overlooking a mountainside, an arrangement that is the heart and soul to Higlander鈥檚 approach to dialogue education.聽

ITEP student Michelle McKeever was moved by the learning experience: "This was the best course I have ever taken. Its creativity in shaping an experiential learning environment was bar none. At the Highlander Center, we learned as a global community. We immersed ourselves in聽the Center's longstanding principles used to build and fortify communities and practiced these methods in real-time. We studied and broke bread together and formed powerful relationships rooted in a passion for social justice. The course etched knowledge and memories into the very fabric of our beings, helping us to recognize that we all bring something valuable to the table, forever changing us for the better."

The educational experience was further enriched by the daily opportunity to meet online with representatives of other nonformal education programs based around the world 鈥� Tostan International, a Senegalese-based NFE program; Global Learning Partners, which integrates principle-centered instruction processes to ensure optimum use of limited training resources; and Beautiful Trouble, a US-based activist training network.聽The cross-program dialogues were uniquely insightful, rendering a profound effect on students individually and as a group, and even enriching the experiences of Highlander staff.

Gillie Haynes, a student of the course who is also an AU School of Communication adjunct professor, stated that, 鈥淭he history and perspectives presented to myself and my colleagues during our immersion experience at the Highlander Research and Education Center has already had an impact on how I view and process information, and I see the value of including my informal experiences in my professional space. The experience solidified that nonformal education is an invaluable way to welcome every community of learners to our ever-expanding world table of knowledge.鈥�

Photographs:聽Beck Waghorne / Archival Photograph: Highlander Research and Education Center
For more information about AU鈥檚 ITEP program, visit /soe/itep/