Join Arizona Humanities & la Phoenikera Writers’ Guild, for a presentation, discussion, & book signing with University of Illinois at Chicago Professor Dr. David Omotoso Stovall for the release of his book, Born Out of Struggle: Critical Race Theory, School Creation and the Politics of Interruption.
Born Out of Struggle: Critical Race Theory, School Creation and the Politics of Interruption. Born Out of Struggle is Stovall’s attempt to interrogate, conceptualize, and engage the responsibility of university faculty to community-driven initiatives. Given the often unsettling colonial and dehumanizing relationship universities have with communities, the author documents an attempt to interrupt the colonial relationship by way of authentic support for community self-determination. In the process, he becomes familiar with the contradictions and contestations of participating in the process of school creation as both concerned community member and university faculty.
David Stovall is Associate Professor of Educational Policy Studies and African-American Studies at the University of Illinois at Chicago. His scholarship investigates Critical Race Theory, concepts of social justice in education, the relationship between housing and education, and the relationship between schools and community stakeholders. In the attempt to bring theory to action, he has spent the last ten years working with community organizations and schools to develop curriculum that address issues of social justice. He also works with a collective of college professors in California, Arizona, and New York who teach high school courses in addition to their duties and responsibilities as university faculty. He is a member of the Greater Lawndale/Little Village School of Social Justice High School design team, which opened in the Fall of 2005, where he also serves as a volunteer social studies teacher. Professor Stovall is a founding member of Chicago Grassroots Curriculum Taskforce, a local collective of school and community-based educators with the specific goal of disseminating and creating K-16 curriculum for Chicago residents and future teachers, and a member of I-SEED (Institute for Sustainable Economic and Educational Development), a national/international collective of youth, K-16 educators, and community activists aimed at developing sustainable economic and educational plans for historically marginalized, under-resourced and disinvested communities. A Chicago native, Professor Stovall’s motivation for going into the field was the combination of family members, neighbors, and members of community organizations that supported him in doing educational justice work without fear of persecution.