Liberated Learning Spaces: A Visual Playlist

Author

Tarilyn R. Little, The Graduate Center, City University of New YorkFollow

Date of Degree

9-2025

Document Type

Master's Capstone Project

Degree Name

Master of Arts

Program

Liberal Studies

Advisor

Libby Garland

Subject Categories

Developmental Psychology | Educational Methods | Holistic Education | Social and Philosophical Foundations of Education | Social Justice

Keywords

social justice education, liberation pedagogy; healing-centered practice; critical literacy

Abstract

Liberation can be defined as “the act of setting free” or “being free from limits on thoughts and behavior.” Both an action and a state of being, liberation has long been centered as a key function of education, particularly for those who live in historically and systemically marginalized identities. Despite the long-standing existence of liberation-focused pedagogies and activism aimed at transforming schools and students’ lived experiences, educational institutions in the United States have struggled to live out these ideals, often sustaining and replicating systems and practices of oppression. Drawing on historical and contemporary conversations in education and psychology, Liberated Learning Spaces: A Visual Playlist, explores what liberation can look like, feel like, and sound like in learning spaces. Both a personal reflection and an invitation, the project uses music and digital collage to visualize the ingredients of liberated learning spaces and facilitate discussion on how they might manifest.

Recommended Citation

Little, Tarilyn R., "Liberated Learning Spaces: A Visual Playlist" (2025). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/6497