Diffractive memory-stories and response-activeness in teaching social justice

Datos Bibliográficos

ID7750876
AutoresMarguerite Müller (0000-0002-0734-4311, University of the Free State), A Le Roux (0000-0001-6620-4557, University of the Free State), F Krüger (0000-0002-4458-2669, University of the Free State, autor de correspondencia)
Año2022
Volumen43
Número6
Páginas821-836
Fecha de publicación2022-11-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores de la revistaISSN: 0159-6306 • E-ISSN: 1469-3739
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2021.1902944
OpenAlexW3138123454
IdiomaEN
Citas recibidas2
Referencias citadas31

This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more response-active social justice curricula and pedagogy. The concept of nested-time informs our diffractive narrative as we engage with our experiences and becomings in a non-linear and collaborative way. We use the concept of shared responsibility as an intermezzo to memories of discomfort, emotions of guilt, self-doubt, messiness, frustration, and complexity and the way these might help us to think and act differently. The diffractive memory-stories thus create possibilities for response-activeness as we imagine new responses and actions against social injustices and sufferings in our classrooms and in our communities

Criminology · Economic Justice · Political science · Social justice · Sociology · Art Education and Development · Law · Participatory Visual Research Methods · Posthumanist Ethics and Activism · Psychology · Social Psychology