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A meditation on freedom-making in the academy for women scholars of
color. Weaving personal narrative with political analysis,
Community as Rebellion offers a meditation on creating liberatory
spaces for students and faculty of color within academia.
Much like other women scholars of color, Lorgia García Peña has
struggled against the colonizing, racializing, classist, and
unequal structures that perpetuate systemic violence within
universities. Through personal experiences and analytical
reflections, the author invites readers—in particular Black,
Indigenous, Latinx, and Asian women—to engage in liberatory
practices of boycott, abolition, and radical community-building to
combat the academic world’s tokenizing and exploitative
structures. García Peña argues that the classroom is key to
freedom-making in the university, urging teachers to consider
activism and social justice as central to what she calls
“teaching in freedom”: a progressive form of collective
learning that prioritizes the subjugated knowledge, silenced
histories, and epistemologies from the Global South and Indigenous,
Black, and brown communities. By teaching in and for freedom, we
not only acknowledge the harm that the university has inflicted on
our persons and our ways of knowing since its inception, but also
create alternative ways to be, create, live, and succeed through
our work.
A meditation on freedom-making in the academy for women scholars of
color. Weaving personal narrative with political analysis,
Community as Rebellion offers a meditation on creating liberatory
spaces for students and faculty of color within academia.
Much like other women scholars of color, Lorgia García Peña has
struggled against the colonizing, racializing, classist, and
unequal structures that perpetuate systemic violence within
universities. Through personal experiences and analytical
reflections, the author invites readers—in particular Black,
Indigenous, Latinx, and Asian women—to engage in liberatory
practices of boycott, abolition, and radical community-building to
combat the academic world’s tokenizing and exploitative
structures. García Peña argues that the classroom is key to
freedom-making in the university, urging teachers to consider
activism and social justice as central to what she calls
“teaching in freedom”: a progressive form of collective
learning that prioritizes the subjugated knowledge, silenced
histories, and epistemologies from the Global South and Indigenous,
Black, and brown communities. By teaching in and for freedom, we
not only acknowledge the harm that the university has inflicted on
our persons and our ways of knowing since its inception, but also
create alternative ways to be, create, live, and succeed through
our work.
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