A rare and powerful illustration of what it takes to become a sustainable, community-embedded organization that continually grows the next generation of compassionate leaders. This essential, timely book meets us at our current moment of crisis to offer hope that American democracy’s stalled trajectory toward its founding creed to embrace all, and not just some, can indeed be re-invigorated. Pedagogy of a Beloved Commons is about low-income youth of color working within justice-oriented, community-based organizations to improve the social and spatial conditions in their surroundings. It draws from hundreds of pages of data, some collected over a decade ago by graduate research assistants at three universities and some collected recently by a graduate research assistant at a fourth university, to present verbatim quotes from interviews with constituents of three youth-serving organizations. The book posits that the disinvested neighborhoods where youth experience abandonment and marginality in fact can serve as a call to action, given appropriate organizational support. Pedagogy of a Beloved Commons envisions a place-based critical pedagogy that can provide young people with the practical skills and deep values to engage with today’s economic, racial, and ecological crises. It offers a welcome antidote to a neoliberal education system that has not only veered away from its public mandate to advance democratic citizenship but that has also reinforced today’s insidious economic inequality, rendering illusive the idea that rich and poor can work together toward a common good. Between these pages resonates a passionate call for an approach to cultivating citizens who have the critical skills to challenge injustice, the courage to hold the rich and powerful accountable, and the empathy to advance not just their own self-interest but also the health and well-being of their communities and the planet. The author proposes that such citizens develop by exercising collective agency in “the commons,” a political and psychic space whose values are mapped out in physical space. Through the expert use of an architect’s lens, this groundbreaking book argues that the three-dimensional concreteness of the nation’s disinvested neighborhoods provides a virtual stage where disenfranchised youth can experiment with collective life, become more discerning about the forces that have shaped their communities, and practice working toward just and inclusive futures. Merging Paolo Freire’s seminal theory of critical pedagogy with Grace Lee Boggs’s belief that hands-on community-building can disrupt the ever more destructive forces of neoliberal capitalism, Pedagogy of a Beloved Commons refines an aspirational framework for a pathway forward through a careful analysis of three exemplar organizations. It offers rich, unique portraits of young people transforming their communities in southwest Detroit, Wai’anae, and Harlem, respectively illustrating place-based activism through theater, organic farming, and critical inquiry. Here activism is framed as the hands-on engagement of youth in addressing inequities in the commons of their neighborhoods through small but persistent interventions that also help them learn the language of solidarity and collectivity that a sustainable democracy needs. Pedagogy of a Beloved Commons is a must-read for our times and for our future.

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A rare and powerful illustration of what it takes to become a sustainable, community-embedded organization that continually grows the next generation of compassionate leaders. This essential, timely book meets us at our current moment of crisis to offer hope that American democracy's stalled trajectory toward its founding creed to embrace all, and not just some, can indeed be re-invigorated. 'Pedagogy of a Beloved Commons' is about low-income youth of color working within justice-oriented, community-based organizations to improve the social and spatial conditions in their surroundings.

Chronicles grassroots efforts to recover, rebuild, and enjoy architecturally iconic but economically obsolete places in the American Rust Belt. A pioneering Detroit automobile factory. A legendary iron mill at the edge of Pittsburgh. A campus of concrete grain elevators in Buffalo. Two monumental train stations, one in Buffalo, the other in Detroit. These once-noble sites have since fallen from their towering grace. As local elected leaders did everything they could to destroy what was left of these places, citizens saw beauty and utility in these industrial ruins and felt compelled to act. Postindustrial DIY tells their stories. The culmination of more than a dozen years of on-the-ground investigation, ethnography, and historical analysis, author and urbanist Daniel Campo immerses the reader in this postindustrial landscape, weaving the perspectives of dozens of DIY protagonists as well as architects, planners, and preservationists. Working without capital, expertise, and sometimes permission in a milieu dominated by powerful political and economic interests, these do-it-yourself actors are driven by passion and a sense of civic duty rather than by profit or political expediency. They have craftily remade these sites into collective preservation projects and democratic grounds for arts and culture, environmental engagement, regional celebrations, itinerant play, and in-the-moment constructions. Their projects are generating excitement about the prospect of Rust Belt life, even as they often remain invisible to the uninformed passerby and fall short of professional preservation or environmental reclamation standards. Demonstrating that there is no such thing as a site that is “too far gone” to save or reuse, Postindustrial DIY is rich with case studies that demonstrate how great architecture is not simply for the elites or the wealthy. The citizen preservationists and urbanists described in this book offer looser, more playful, and often more publicly satisfying alternatives to the development practices that have transformed iconic sites into expensive real estate or a clean slate for the next profitable endeavor. Transcending the disciplinary boundaries of architecture, historic preservation, city planning, and landscape architecture, Postindustrial DIY suggests new ways to engage, adapt, and preserve architecturally compelling sites and bottom-up strategies for Rust Belt revival.

In this volume, critical scholars and educational activists explore the intricate dynamics between the enclosure of global commons and radical visions of a common social future that breaks through the logics of privatization, ecological degradation, and dehumanizing social hierarchies in education. In its institutional and informal configurations alike, education has been identified as perhaps the key stake in this struggle. Insisting on the urgency of an education that breaks free of the bonds of enclosure, the essays included in this volume weave together bright threads of radical thought into a vivid tapestry illustrating a critical framework for enacting a global educational commons.

The essays in this edited collection reflect on the nature of open education resources, where the question on openness for education emerges.

This personal history chronicles the triumph and loss of a 1960s initiative to recruit minority students to Columbia University’s School of Architecture. At the intersection of US educational, architectural, and urban history, When Ivory Towers Were Black tells the story of how an unparalleled cohort of ethnic minority students overcame institutional roadblocks to earn degrees in architecture from Columbia University. Its narrative begins with a protest movement to end Columbia’s authoritarian practices, and ends with an unsettling return to the status quo. Sharon Egretta Sutton, one of the students in question, follows two university units that led the movement toward emancipatory education: the Division of Planning and the Urban Center. She illustrates both units’ struggle to open the ivory tower to ethnic minority students and to involve those students in improving Harlem’s slum conditions. Along with Sutton’s personal perspective, the story is narrated through the oral histories of twenty-four fellow students who received an Ivy League education only to find the doors closing on their careers due to Nixon-era urban disinvestment policies.

Thames Town—an English-like village built in Shanghai—is many places at once: a successful tourist destination, an affluent residential cluster, a city of migrant workers, and a ghost town. The Real Fake explores how the users of Thames Town transform a themed space into something more than a “fake place.” Piazzoni understands authenticity as a dynamic relationship between people, places, and meanings that enables urban transformations. She argues that authenticity underlies the social and physical production of space through both top-down and bottom-up dynamics. The systems of moral and aesthetic judgments that people associate with “the authentic” materialize in Thames Town. Authenticity excludes some users as it inhibits access and usage especially to the migrant poor. And yet, ideas of the authentic also encourage everyday spontaneous appropriations of space that break the village’s staged atmosphere. Most scholars criticize theming by arguing that it produces a “fake,” controlling city. Piazzoni complicates this view by demonstrating that although the exclusionary character of theming remains unquestionable, it is precisely the experience of “fakeness” that allows Thames Town’s users to develop a sense of place. Authenticity, the ways people construct and spatialize its meanings, intervenes holistically in the making and remaking of space.

Combining impeccable scholarship with accessible, straightforward prose, Pederasty and Pedagogy in Archaic Greece argues that institutionalized pederasty began after 650 B.C., far later than previous authors have thought, and was initiated as a means of stemming overpopulation in the upper class. William Armstrong Percy III maintains that Cretan sages established a system under which a young warrior in his early twenties took a teenager of his own aristocratic background as a beloved until the age of thirty, when service to the state required the older partner to marry. The practice spread with significant variants to other Greek-speaking areas. In some places it emphasized development of the athletic, warrior individual, while in others both intellectual and civic achievement were its goals. In Athens it became a vehicle of cultural transmission, so that the best of each older cohort selected, loved, and trained the best of the younger. Pederasty was from the beginning both physical and emotional, the highest and most intense type of male bonding. These pederastic bonds, Percy believes, were responsible for the rise of Hellas and the "Greek miracle": in two centuries the population of Attica, a mere 45,000 adult males in six generations, produced an astounding number of great men who laid the enduring foundations of Western thought and civilization.