Sean wants to read The unsettlers by Mark Sundeen

Mark Sundeen: The unsettlers (2016)
The unsettlers by Mark Sundeen
The Unsettlers describes the search for the simple life through stories of diverse Americans living off the grid.
I wish I read more fiction
This link opens in a pop-up window
Mark Sundeen: The unsettlers (2016)
The Unsettlers describes the search for the simple life through stories of diverse Americans living off the grid.
Welp, annoyingly, the “list” function only allows one (character-limited) more per book, so instead I guess I’ll just use comments.
I was convinced that the Brazilian people could learn social and political responsibility only by experiencing that responsibility, through intervention in the destiny of their children's schools, in the destinies of their trade unions and places of employment through associations, clubs, and councils, and in the life of their neighborhoods, churches, and rural communities by actively participating in associations, clubs, and charitable societies. They could be helped to learn democracy through the exercise of democracy; for that knowledge, above all others, can only be assimilated experientially.
— Education For Critical Consciousness (Continuum Impacts) by Paulo Freire (Page 32)
Over the years we have seen what education becomes in the context of rapid industrialization, postwar state investment and Cold War rivalries, and neoliberal marketization. But we have caught only brief glimpses of what education might become under a more fully democratic system. Under more robust conditions of economic democracy — where jobs are not scarce but guaranteed, work hours radically diminished, or a universal basic income provided — learning could be decoupled from career pressure and remade as a lifelong endeavor instead of something aimed at a terminal degree. (Primary and elementary schools, then, could also be released from strict adherence to the eight-hour day of the. modern workweek, and the necessity of keeping children occupied for long hours while parents labor.) Expanding spaces of learning for people of all ages would foster social equality and cultivate the liberty inherent in the liberal arts, enabling the continual pursuit of knowledge self-rule requires. Only when schools are freed from the structural constraints that compel them to track and sort students (while telling them they deserve what they get) will the promise of universal education cease to be a lie, for only then could educators truly prioritize cultivating curiosity over imposing social control, firing up students instead of cooling them out. Until such a day the observation of one of the outspoken girls from the youth center in Overtown remains true: "Democracy's not really real, to be honest... If we have to constrain our opinions because we have people over us, that's not democracy. Because democracy is run by the people, for the people." That's not how people live, she concluded, and certainly not how her country or her school is run.
— Democracy May Not Exist, but We'll Miss It When It's Gone by Astra Taylor (Page 227)
Oh Astra Taylor, out here breaking teachers’ hearts
I was surprised how much our little book club struggled to connect and reflect in a summative way with this book once we finished it. On one hand, there is a superficial but potent takeaway: every time you are tempted to talk about “race” or “racial (something)” you GOTTA reframe that as “racist (thing)”. That’s a big shift. But the bigger point, that “race” doesn’t exist except as an expression of racism (inclusive of the claim that there is no such thing as Black culture or identity), seemed harder to grapple with for our predominantly-white little group. Why is that?
Open access: