Richard Kahn, PhD
Core Faculty, Education Department
(310) 578-1080 ext. 357EMAIL
Richard Kahn is an anarchist educator whose primary interests are in researching the history of social movements as pedagogically generative forces in society, and in critically challenging the role dominant institutions play in blocking the realization of greater planetary freedom, peace, and happiness. In 2007, he graduated with a PhD from UCLA with a specialization in the philosophy and history of education. While a student there, he published widely with his mentor, the renowned critical theorist Douglas Kellner. Together, they have authored oft-cited and collected pieces on the radically democratic potentials of educational new media like blogs, wikis, and the social networks, as well as of the importance of online subcultures such as hacktivism. In 2002, Kahn himself began an early weblog, Vegan Blog: The (Eco)Logical Weblog, that went on to receive press attention from places such as CBS Marketwatch, MSNBC, and CSPAN.
An alter-globalization activist, Kahn has been at the forefront of championing and organizing what he terms, “total liberation politics,” that seek to advocate for nonhuman animals, the biosphere as a sacred entity, and social justice through systemic transformation. Such politics, he argues, constitute an ecopedagogy movement that opposes the globalization of capitalism, white supremacy, patriarchy, speciesism, other aligned hegemonic ideologies, and the further worldwide development of the military-industrial complex generally. Kahn’s writing and teaching to date have thus sought to synthesize the field of critical pedagogy with types of ecological and vegan education in order to arrive at a radical education for sustainability that seeks both individual and collective emancipation.
Whereas much teaching posits that it is preparatory activity on behalf of a future life, Kahn envisions his teaching as an attempt to make history live concretely in the present. Such work requires ongoing struggle against those aspects of society that prevent the more full realization of human feelings, ideas, conscious sensibilities, and practices. Thus, he offers a problem posing pedagogy – one that poses problems for the powers that be – and not necessarily a problem-solving form.
Music and the arts have played a crucial part in sustaining this mode of education, and consequently Kahn (a singer-songwriter of 17 years) has moved increasingly to take up teaching of the tradition of protest song both inside and outside his classes. This preservation of the past is thus pedagogically aligned with the creative expression of novelty in his philosophy of education. In this way, Kahn thus seeks to ask students to ponder questions such as: Can we open and evolve our pedagogical imagination into spheres that extend beyond the alternating tragic and epic modes of status-quo modernity? How can our labor as educators produce elegies for the dead and broadside ballads that effectively intervene into issues of community? What does it mean to seriously desire a sustainable world as a member of a planet undergoing unprecedented crises of mass extinction, war, hunger, poverty, and moral decay? How does this affect our identities as teachers-at-large?
PhD in Social Sciences and Comparative Education, University of California, Los Angeles
MA in Education, Pepperdine University
MA in Liberal Studies, St. John’s College, Santa Fe
BA in Philosophy, Hobart and William Smith Colleges
• Ecopedagogy: Educating for Sustainability in Schools and Society– New York: Routledge.
• (with Steven Best, Anthony J. Nocella, II, Peter McLaren, eds.) The Global Industrial Complex: Systems of Domination – Lanham, MD: Lexington Books.[[American Educational Studies Association, Critics Choice Book Award)]
• (with Anthony J. Nocella, II, eds.) Greening the Academy: Environmental Studies in an Age of Ecopedagogy – The Netherlands: Sense Publishers.[[American Educational Studies Association, Critics Choice Book Award)]
• (with Tyson Lewis) Education Out of Bounds: Reimagining Cultural Studies for a Posthuman Age – New York: Palgrave Macmillan.
• Critical Pedagogy, Ecoliteracy, and Planetary Crisis: The Ecopedagogy Movement –New York: Peter Lang Publishers. [[ American Educational Studies Association, 2010 Critics Choice Book Award ]]
II. JOURNALS & CONFERENCE PROCEEDINGS
• (with Jan Oakley, eds.) “Animality and Environmental Education,” Canadian Journal of EnvironmentalEducation, Vol. 16, No. 1.
• Editor,Green Theory & Praxis: The Journal of Ecopedagogy(Vol. 6, No. 1).
• Editor, Green Theory & Praxis: The Journal of Ecopedagogy (Vol. 5, No. 1).
• (with Boris Kozuh, Anna Kozlowska, Alison Kington, Jasna Mazgon, eds.) The Role of Theory and Research in Educational Practice – Warsaw, Poland and Grand Forks: Rodn “WOM” Publishers and the College of Education and Human Development, University of North Dakota.
• (with Boris Kozuh, Anna Kozlowska, eds.) The Practical Science of Society – Warsaw, Poland and Grand Forks: Rodn “WOM” Publishers and the College of Education and Human Development, University of North Dakota.
• Editor, Green Theory & Praxis: The Journal of Ecopedagogy (Vol. 4, Nos. 1 & 2).
• (with Boris Kozuh, Anna Kozlowska, and Wilhelm Wolze, eds.) New Paradigms and Methods in Educational and Social Research–Warsaw, Poland: Rodn “WOM” Publishers.
• (with Boris Kozuh, Anna Kozlowska, Peter Krope, eds.)Description and Explanation in Educational and Social Research– Warsaw, Poland: Rodn “WOM” Publishers.
III. INVITED BOOK CHAPTERS
• Remembering Francisco Ferrer and the Escuela Moderna – Anarchist Pedagogies, Robert Haworth (ed.), PM Press.
• Education for Sustainability: A Taxonomy of Five Approaches from Education for Sustainable Development to Ecopedagogy, Sustainability Frontiers: Essays from the Edges of Sustainability Education, Fumiyo Kagawa and David Selby (eds.), Routledge.
• The Right to Remain Silent: How Authorities Administer and Antagonize Academic Activism – Policing the Campus: U.S. Higher Education and the Culture of Terror, David Gabbard and Anthony J. Nocella II (eds.), Peter Lang Publishers.
• Critical Ecopedagogy – Environmental Education Reader, Connie Russell, Justin Dillon, and Mary Breunig (eds.), Peter Lang Publishers.
• For a Multiple-Armed Love: Ecopedagogy for a Posthuman Age– Critical Pedagogy in the 21st Century, Curry Malott and Brad Porfilio (eds.), Information Age Publishing.
• Technoliteracy at the Sustainability Crossroads: Posing Ecopedagogical Problems for Digital Literacy Frameworks– Digital Literacy Collection, Peter Trifonas (ed.), Routledge.
• Towards an Animal Standpoint: Vegan Education and the Epistemology of Ignorance – Epistemologies of Ignorance and the Studies of Limits in Education, Erik Malewski and Nathalia Jaramillo (eds.), Information Age Publishing.
• Operation Get Fired: A Chronicle of the Academic Repression of Radical Environmentalist and Animal Rights Advocate-Scholars– Academic Repression: Reflections from the Academic Industrial Complex, Steven Best, Anthony J. Nocella and Peter McLaren (eds.), AK Press.
• Theorizing a New Paradigm of Ecopedagogy Through Teachers’ Emancipatory Practices– Research of Educational Practice, Boris Kozuh, Anna Kozlowska, Mojca Sebart, Jasna Mazgon (eds.), Poland: Rodn “WOM” Publishers.
• Producing Crisis: Green Consumerism as an Ecopedagogical Issue – Critical Pedagogies of Consumption: Living and Learning Beyond the “Shopocalypse”, Jenny Sandlin and Peter McLaren (eds.), Routledge.
• Anarchic Epimetheanism: The Pedagogy of Ivan Illich– Contemporary Anarchist Studies, Randall Amster, Luis Fernandez, Anthony J. Nocella, II and Abraham Deleon (eds.), Routledge.
• Education as Meat Market: Towards Vegan Action Research– Practical Science (In Educational and Social Sciences, Boris Kozuh, Richard Kahn, Anna Kozlowska, Alison Kington, Jasna Mazgon (eds.), College of Education and Human Development, University of North Dakota.
• Towards a Marcusian Ecopedagogy– Marcuse’s Challenge to Education,Douglas Kellner, Tyson Lewis, Clayton Pierce and Daniel Cho (eds.), Rowman & Littlefield.
• (with Douglas Kellner) Paulo Freire and Ivan Illich: Reconstructing Education with Technology– Social Justice Education for Teachers: Paulo Freire and the Possible Dream, Carlos Torres and Pedro Noguera (eds.), Sense Publishers.
• Towards Ecopedagogy: Weaving a Broad-based Pedagogy of Liberation for Animals, Nature and the Oppressed People of the Earth – The Critical Pedagogy Reader (2nd. Ed.), Antonia Darder, Marta Baltodano and Rodolfo Torres (eds.), Routledge (new version of essay).
• (with Douglas Kellner) Technopolitics, Blogs, and Emergent Media Ecologies: A Critical/Reconstructive Approach– Small Tech: The Culture of Digital Tools,Byron Hawk, David Riedler and Ollie Oviedo (eds.), University of Minnesota Press.
• Toward a Critique of Paideia and Humanitas: (Mis)Education and the Global EcologicalCrisis –Education in the Era of Globalization, Ilan Gur Ze’ev and Klas Roth (eds.), Springer.
• (with Douglas Kellner) Resisting Globalization – The Blackwell Companion to Globalization, George Ritzer (ed.), Blackwell Publishers.
• (with Douglas Kellner) Technopolitics and Oppositional Media– The Cybercultures Reader (2nd ed.), David Bell (ed.), Routledge.
• The Potential Disaster of Education for Sustainable Development –Education and the Politics of Disaster, Kenneth Saltman (ed.), Routledge.
• (with Douglas Kellner)Technopolitics and Radical Democracy – Radical Democracy and the Internet, Lincoln Dahlberg and Eugenia Siapera (eds.), Palgrave.
IV. REFEREED JOURNAL ARTICLES
• Love Hurts: Ecopedagogy Between Avatars and Elegies– Teachers Education Quarterly.
• Critical Pedagogy Taking the Illich Turn– The International Journal of Illich Studies, Vol. 1, No. 1.
• (with Jenny Sandlin, David Darts & Kevin Tavin) To Find the Cost of Freedom: Theorizing and Practicing a Critical Pedagogy of Consumption – Journal of Critical Educational Policy Studies, Vol. 7, No. 2.
• (with Brandy Humes) Marching Out From Ultima Thule: Critical Counterstories of Emancipatory Educators Working at the Intersection of Human Rights, Animal Rights, and Planetary Sustainability– Canadian Journal of Environmental Education, Vol. 14.
• (with Tyson Lewis) Exopedagogies and the Utopian Imagination: A Case Study in Faery Subcultures – Theory & Event, Vol. 12, No.2.
• Diasporic Counter-Education: The Need to Fertile-Eyes the Field– Studies in Philosophy and Education. Vol. 27, No. 5.
• From Education for Sustainable Development to Ecopedagogy: Sustaining Capitalism or • Sustaining Life? – Green Theory & Praxis: The Journal of Ecopedagogy, Vol. 4, No. 1.
• (with Douglas Kellner) Paulo Freire and Ivan Illich: Technology, Politics and the Reconstruction of Education– Policy Futures in Education, Vol. 5, No. 4.
Richard’s main teaching interests lie in working with students towards the production of critical and creative forms of ecoliteracy; transformative understandings of the history of education as a political endeavor; and research as a potentially humanizing and community-building act of self-exploration.
Foundations of Social Justice Education (TEP 536)
Education Research and Inquiry I (TEP 629A)
Education Research and Inquiry II (TEP 629B)