Spring 2018 Dialogue

Welcome to our current dialogue.

We ask that you post an initial response to one or more of these questions from March 1st-March 9th, 2018. Then, please respond to at least two posts to generate dialogues across contexts and experience. The dialogue period will be from March 10th-March 23rd.

Recommended reading: (We recommend reading this article, or selections from it, before participating in the dialogue.)

Sarigianides, S.T. (2016). Shifting the abject: Examining abjected adolescence in teacher thinking, Curriculum Inquiry, 46, 388-407.

You are invited to respond to one or more of these questions. (To post, please log in using a Facebook, Twitter, Google Plus, or WordPress account.) Please feel free to share experiences, dilemmas, questions, or information about particular contexts of teaching and learning (e.g., where you student teach, teach, study, or participant observe) as you explore what issues of equity or justice look like in a particular domain for a particular person or group of people. You may also feel free to recommend or cite texts (e.g., articles, books, films) that may be of interest to others on a thread.

  • What are your reactions to the article? The article focuses on specific sites of abjection, namely adolescents who are deemed too sexual or too violent. Can you identify other sites of abjection at your schools for youth?

  • The article discusses the challenges that teachers must face to address their role in abjecting youth, especially youth they aim to support. What are some of these challenges? What are your thoughts about the challenges that teachers might need to face or undergo to acknowledge their role in abjecting youth?

  • In the spaces (e.g., a K-12 classroom, college/university classroom, student teaching or participant observation site) in which you teach and/or learn, how do discourses of adolescence position youth?

  • What are the processes of abjection in these spaces? Do any events you have observed or participated in come to mind when reflecting on these processes?

  • How might an educator navigate these processes to interrupt them?

  • How do these processes relate to race? In what ways are curricula and teaching praxis centered on Whiteness? In what ways do the curricula and teaching praxis seek to disrupt Whiteness being at the center of texts and normative ways of being?

  • What are some powerful pedagogical practices that you (or other educators you have observed) employed to invite adolescent scholars (i.e., learners) to reach their desired academic or social achievements?

Let's Discuss

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