I use a ''popular education” approach to staff development and training. These activities are dialogical and participatory, designed to engage each person to expand her or his consciousness and see oneself as a person of consequence in a broader historical context.

 

Roots: Why We Are Here

This participatory activity deepens


cultural identity,
connection to roots,

and understanding of your history and story


"This presentation is great for recruiting, ethnic student orientation, and strengthening student organizations." 


Risa Siagatonu, UC Santa Cruz


" I like the way we connected our own personal stories to why  Mexican-Americans, Chicanos, and Latinos are here in the university. It gave me a stronger understanding of those who came before me. I  know that I'm not just here for myself."


Alexia, ROOTS presentation for ORALE conference, UCSC 2010


"I know my culture and why I'm here. What I liked about ROOTS is that no guest speaker was telling me whats up. We were asked to tell OUR OWN stories and experiences. This is how you really feel something."       Abel

 

Education as a Practice of Social Change


"A very good way to really understand Paulo Freire, Pedagogy of the Oppressed, and critical pedagogy. Michael and the other facilitators aren't just teaching the theory, but practicing grassroots pedagogy." 

Sara Mohktari-Fox

This is a participatory, out-of-the-box introduction to Freire-based theory and method: grassroots critical pedagogy.


Unlike a lecture or traditional seminar, it is facilitated as if the class is a grassroots organization, designed to empower students for reflection and action both within and beyond the college or university.


Learn the theory by doing the method.


"I read Paulo Freire and thought I understood it. I really didn't! I realized this after we did "Education as a Practice of Social Change."  I like the part when we were asked to read a particular theory,like "fear of freedom," relate it to our personal experience, then share it with the class. It shows that we have a lot to teach as well as to learn"

Lee, Engaging Education 100, 2011