Cross This Out: A Pedagogy of Disruption and Healing

Supplementary Files

Cross This Out


Critical courage and love require that we consider our own humanity's need for not only justice but also healing. Often, radical educators relentlessly focus on working towards social justice to the point where they neglect their own self-preservation, which includes processes and practices of healing.  This article discusses how a pedagogy of disruption and healing were applied towards confronting a racist act of vandalism at a California public university.  In discussing the values-centered, socio-historically grounded, and higher purpose-driven responses to the racist act, the author illuminates the four principles that grounded the disruptive and healing-centered actions.  In making transparent the principles that informed the designed response, others can be able to make adaptations necessary for their own contexts.  To assist with invoking one’s radical agency the author also reveals how other educators across the country have implemented these principles within their own contexts towards manifesting their own visions of a more healthy, just, and meaningful life that is rooted in an analysis of the conditions that inhibit that well-being in the first place.


Camangian, P. (2013). Teach like lives depend on it: Agitate, arouse, and inspire. Urban Education. Republished December 18, 2013. DOI:10.1177/0042085913514591.

Duncan-Andrade, J. & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York: Peter Lang Publishing.

Freire, P. (1970). Pedagogy of the oppressed. M. Ramos (Trans.). New York: Continuum.

Geronimus, A. T. (1992). The weathering hypothesis and the health of African-American women and infants: evidence and speculations. Ethnicity & Disease, 2(3), 207–221.

Ginwright, S. (2016). Hope and healing in urban education: How urban activists and teachers are reclaiming matters of the heart. New York: Routledge.

Kelly, R. (2002). Freedom dreams: The Black radical imagination. Boston: Beacon Press.

Kohli, R., & Solórzano, D. G. (2012). Teachers, please learn our names!: Racial microagressions and the K-12 classroom. Race Ethnicity and Education, 15(4), 441-462.

Sandoval, C. (2000). Methodology of the oppressed. Minneapolis: University of Minnesota Press.

Smith, W. A., Yosso, T. J., & Solórzano, D. G. (2007). Racial primes and Black misandry on historically White campuses: Toward critical race accountability in educational administration. Educational Administration Quarterly, 43(5), 559-585.

Solorzano, D., Allen, W. R., & Carroll, G. (2002). Keeping race in place: Racial microaggressions and campus racial climate at the University of California, Berkeley. Chicano-Latino Law Review, 23, 15.

Watson, V. M. (2018). Transformative schooling: Towards racial equity in education. New York: Routledge.

Copyright (c) 2019 G.T. Reyes