Identifying and Defining Radical Pedagogical Traditions in Education as a Transgenerational Inheritance

My goal is to define radical pedagogy as a personal and community agency. How can liberation, restorative social justice, and institutional reform be transgenerationally inspired and passed along to future generations. While using several methodological techniques; traditional historical research, narrative, storytelling, a hybrid of historical fiction, and magical realism. My dialogue with my grandfather Kermit Eby is a shared urgency for immediate social transformation with values of peace, restorative justice, and earth-centric education to transform our path. My playscript plot models a school of an "upside-down" practice. I use the words of radical educational reformers and thinkers from our shared progressive movements. The school is represented by collaborative characteristics required of students and teachers empowered. My conclusions defend an essential transformative potential of our public schools. The goal is to align our public school's historically transformative power that will create restorative justice, demilitarize our economies, collapse greed, and create a democratic and beloved community. My dissertation is one step towards empowering those who have been silenced. My dissertation belongs to our collective process of educational evolution and enlightenment.