Guy Senese

The Teacher’s Work and a Little Good Trouble in Arizona

Introduction

the teacher’s work and a little good trouble in arizona. Explore civil disobedience in Arizona through an educator's autoethnographic memoir. Discuss its revolutionary implications for structural change, human rights, and democratic education.

Abstract

This paper is an autoethnographic account of one action to use civil disobedience as a reliable method for protest, and also a discussion of the way such actions, while they are in some sense ordinary protest seeking reform, have revolutionary implications for long term structural change. At the same time, it takes the form of an educator’s memoir essay, recalling the importance of solidarity and the cooperative work of human rights and education. The art and craft of teaching is intimately connected to the public’s right to schooling in the service of constitutional ideals, in the hope that through free, fair public education, citizens can maintain their right to speak, act, and organize for democratic life.

Review

This paper, "The Teacher's Work and a Little Good Trouble in Arizona," presents a compelling autoethnographic account of civil disobedience as a method of protest within the educational sphere. Framed as an educator's memoir essay, the work intricately weaves personal experience with a broader discussion of the revolutionary implications that seemingly ordinary reform-seeking actions can have for long-term structural change. The abstract effectively conveys a dual purpose: to chronicle a specific act of protest and to theorize its significance within the larger context of human rights, education, and democratic ideals, grounded in the author's direct involvement in Arizona. The core argument posits a profound connection between the art and craft of teaching and the public's fundamental right to schooling, particularly as it serves constitutional ideals. The author highlights the critical role of free, fair public education in empowering citizens to maintain their rights to speak, act, and organize for democratic life, emphasizing the importance of solidarity and cooperative work. By positioning civil disobedience as a reliable method for protest, the paper moves beyond a mere recounting of events, instead advocating for a proactive and engaged role for educators in upholding democratic principles and challenging systemic injustices. Overall, this paper appears to offer a timely and insightful contribution to the discourse on educational activism, the political role of teachers, and the potential for individual actions to catalyze broader societal change. Its autoethnographic methodology promises a rich, nuanced perspective, blending personal reflection with a theoretical exploration of protest and reform. The work's focus on Arizona situates it within a specific regional context, yet its thematic concerns regarding constitutional ideals, democratic life, and the power of solidarity are universally relevant, making it a valuable read for scholars in education, sociology, political science, and social justice.

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