By Mary Harrell
The Mythmaker is a personal myth, a fiction, based on author and depth psychologist Dr. Mary Harrell’s life. After the sudden death of her mother, seven young children and an overwhelmed father were left to figure out what to do. Acknowledging that seminal happenings enwombed in our past seek re-membering, and in the tradition of personal mythtelling, Dr. Harrell, began a writer’s journey, to re-collect the meaning of her story. She proceeded in a series of spiralic returns gathering meaningful shards of symbolic experience.
By Mary Harrell, Ph.D.
Imaginal Figures in Everyday Life: Stories from the World Between Matter and Mind is an offering, a sharing if you will, of personal healing and growth through the lens of Jungian psychology. Authentic snapshots of experience are provided by Mary Harrell, opening her readers to the wonders that imaginal figurest bring. Imaginal beings manifest in dreams; they live in the mythical stories that capture our imagination, and in whispers from ancestors asking that we bring voice to the unfinished narratives of their lives. Each chapter is an invitation to readers to enter the world of imaginal experience, a world that Iranologist Henry Corbin called the mundus imaginalis. It is in this world, for example, that grief becomes a path to transformation, or that a summer breeze sings the song of enchantment. In the subtle language uniquely theirs, cultural figures speak to all of us, asking that we use our embodied presence to join them in reclaiming the soul of the world.
Activist Art in Social Justice Pedagogy
Edited by Barbara Beyerbach & R. Deborah Davis
(Invited Chapter: Enlivening the Curriculum through Imagination, Mary Harrell)
Artists have always had a role in imagining a more socially just, inclusive world - many have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, an examination of the role of the arts in multicultural teaching for social justice is timely. This book examines and critiques approaches to using activist art to teach a multicultural curriculum. Examples of activist artists and their strategies illustrate how study of and engagement in this process connect local and global issues that can deepen critical literacy and a commitment to social justice. This book is relevant to those interested in teaching more about artist/activist social movements around the globe; preparing pre-service teachers to teach for social justice; concerned about learning how to engage diverse learners through the arts; and teaching courses related to arts-based multicultural education, critical literacy, and culturally relevant teaching.
Stone Canoe, Number 8: A Journal of Arts, Literature and Social Commentary
By Robert Colley (Editor)
(Anthologized Poetry: The Work of Chairs, Mary Harrell)
Stone Canoe, published annually by University College of Syracuse University, was founded in 2007 for the purpose of showcasing Upstate New York’s best artists and writers. The journal’s mission has expanded over the years to include occasional contributors from elsewhere in the world who have significant ties to the region, but the emphasis continues to be on promoting the creative excellence and diversity of the broader Upstate artistic community.
How Do We Know They Know?: A conversation about pre-service teachers learning about culture and social justice
By R. Deborah Davis (Editor), Arcenia London (Editor), Barbara Beyerbach (Editor)
(Invited Chapter: Social Justice Teaching, Being Fully Present in Relationship, Mary Harrell)
Teacher education programs are charged with educating teachers to teach all students - preparing them to teach multiethnic, multiracial, multilingual, and differently-abled students in an increasingly global, inter-dependent world. This book takes as its starting point the assumption that pre-service teacher candidates, primarily white and middle-class, come to college to pursue a teaching degree having little if any experience of a social nature with persons not like themselves. Rooted in areas of theory and practice and based around the «Schools and Society» and «Culturally Relevant Teaching» courses required by the Teacher Education Program social justice conceptual framework, «How Do We Know They Know?» is a conversation about ways to assess these pre-service teachers’ growth and movement, as they progress from naiveté to awareness about the realities of culture in schools.
Where Do We Go from Here?: Issues in the Sustainability of Professional Development School Partnerships
By Jane E. Neapolitan (Editor), Terry R. Berkeley (Editor)
(Invited Chapter with Ramalho and Beyerbah: Are We Promoting An Understanding Of Diversity?)
As teacher preparation undergoes closer scrutiny on the national scene, reformers ask: What is the future of Professional Development Schools (PDS)? How can research better address the developmental needs of partnerships? What types of organizational structures can ensure partnership success? What is the future of leadership in PDS? Are diversity and social justice - part of the original PDS vision - being served, as well? Written by scholar-practitioners who represent a new generation of PDS researchers, this book is a valuable source of critical analysis, reflection, and implications for taking PDS partnerships into the future for true school-university-community collaboration.