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3 results on '"Charity Anderson"'

1. 'It's Part of Your Life Now Because Someone Has Exposed You to It': The Experiences of Adult Learners of Color in the Clemente Course in the Humanities

Author

Charity Anderson

Abstract

At 30 sites across the United States and Puerto Rico, the Bard College Clemente Course in the Humanities provides economically and socially marginalized adults with a free college course in the humanities. The experience of non-traditional adult students, particularly adults of color, is often missing from academic literature, exacerbating past injustices and increasingly marginalizing the historically underserved people and communities of color by higher education. This paper, which draws from a two-year critical ethnography of Clemente courses, examines the perspective of the adult learners of color who participated in the course. Interview and participant-observational data indicate that adults enrolled in the course for various reasons, with little to no understanding of the term "humanities." Despite their initial lack of familiarity with the course content, learners engaged with and embraced the material, valued the cultural capital it imparted, and saw an important role for the humanities in their home communities. Though non-traditional adult students are typically tapped for basic skills, compensatory, or vocational programs, they can benefit profoundly from inclusion in rigorous humanistic inquiry and discussion like that offered by Clemente.

Published
2023

2. Dignity-Affirming Education: Cultivating the Somebodiness of Students and Educators

Author

Decoteau J. Irby, Charity Anderson, Charles M. Payne, William Ayers, Therese Quinn, Decoteau J. Irby, Charity Anderson, Charles M. Payne, William Ayers, and Therese Quinn

Subjects
Culturally relevant pedagogy--United States, Teacher-student relationships--United States, Educational equalization--United States, Educational change--United States
Abstract

The word “dignity” isn't typically used in education, yet it's at the core of strong pedagogy. This book names the concept and shows readers what education looks like when it is centered on students'dignity. By bringing together a collection of chapters written by authors with wide-ranging expertise, this volume presents a powerful approach to education that reminds people of their somebodiness—the premise that each person inherently possesses the intellectual acumen and creative resources to pursue development on their own terms. This timely book brings dignity into sharper focus, moving the field toward a language that captures what is required for oppressed communities to recognize their potential. It synthesizes research for educators, school leaders, and educational activists to help them make sense of what they are working for and against: dignity and the numerous affronts to it. Dignity-Affirming Education is important reading for anyone who works with students of any age, including nontraditional or adult learners, in formal and informal educational contexts.Contributors: Ramona Alcalá, Varnica Arora, Mica Baum-Tuccillo, Crystal V. Breedlove, Alondra Contreras, Michelle Fine, Samuel Finesurrey, Eric K. Grimes / Brother Shomari, Elisabeth H. Kim, Aidan Lam, P. Zitlali Morales, Daniel Morales-Doyle, Evin Orfila, Jacqueline Robinson, Arnaldo Rodriguez, Christyl Rodriguez, Manali J. Sheth, David Stovall, S2 Alumni Research Collective (Joel Almonte, Nathan Boissier, Samantha Bruno, Noah Campbell, Noel Columna, Ashley Cruz, Jesslin Hiraldo, Mya Laporte, Brandon Mendoza, Naomi Pabon, Sheylany Paulino, Ariana Peñña Ramírez, Lauren Santos, Siarra Savinon, and Alyssa Victoria), Ayako Takamori, and Priscilla Wohlstetter.

Published
2022

3. Pragmatic Encroachment and Closure

Author

Charity Anderson and John Hawthorne

Abstract

[Extract] The idea that there is pragmatic encroachment on knowledge has been vigorously explored in recent literature, but what has been rather less explored is how pragmatic encroachment interacts with another important principle about the structure of knowledge, namely, epistemic closure. In this chapter, we plan to go some way toward remedying that. For the purposes of this chapter, we will focus on single-premise closure, which we will understand as the idea that a proposition competently deduced from something one knows (and believed on that basis) is also known. It is hard to explore the interaction between pragmatic encroachment and closure without some detailed model of how pragmatic encroachment works. To that end, section 1 presents a model for cashing out some standard subject-sensitive ideas. It is a model that we’ve discussed at length elsewhere, and is built on the idea that one knows p only if the gap between one’s strength of epistemic position for p and perfect epistemic position makes no practical difference. In section 2, we explain why that model is antithetical to closure. In section 3, we critically discuss some ways of trying to fix the model so as to restore harmony. In section 4, we discuss the interaction of closure with another idea that is used to motivate pragmatic encroachment, namely the idea that stakes make a difference to whether one knows.

Published
2019

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