Revolution is in the Everyday
Métissageas place of education
Bibliographic Data
| ID | 2933281 |
|---|---|
| Authors | Virginia Worley (Oklahoma State University Oklahoma City, corresponding author) |
| Year | 2006 |
| Volume | 27 |
| Issue | 4 |
| Pages | 515-531 |
| Publication date | 2006-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596300600988853 |
| OpenAlex | W2031758705 |
| Language | EN |
| Citations received | 6 |
| References cited | 12 |
Positing that place has a pedagogy that can be harnessed for educative means and ends or left to chance and that partnering place and its pedagogy with teaching magnifies the influence of place and teaching, I conceptualize métissage as place of education. Because few scholars in education have written about métissage and even fewer have conceptualized it as place of education, I begin by defining métissage illustrating the multi-layered definition with literary, historical, and autobiographical examples. I then examine métissage as place of education with its own pedagogy whose influence increases when partnered with teaching, portray this phenomenon at play in one urban school, demonstrate ways for teachers to subvert negative school places by rejecting, challenging, and countering them and by using the everyday as a revolutionary tool, and pose questions about such a pedagogy's potential dangers. The author would like to thank the reviewers and editors for their thoughtful comments and thank the editors for t heir graciousness and fine work on this manuscript and the journal. She also wishes to thank Stacy Otto for reading and commenting on several drafts of this piece. Her generous giving of her time and her thoughtful analysis exemplify not only her professionalism as she supports her colleagues in their individual endeavors but more importantly her kind and giving spirit. Notes 1. I use the term "cultural pluralism" here because the principal used this term. For a philosophical examination of "cultural pluralism," see Palermo (Citation2002), Chapter 7, Derrida: Reading racism and cultural pluralism. 2. The narratives and dialogue I include in this piece are from my teaching autobiography. 3. It is not my purpose here to review the literature on place or on the concept of métissage or its Spanish counterpart, mestizaje. Instead, I use and generate theory concerning place, specifically to conceptualize métissage as place of education. I seek in part to begin filling gaps in scholarship concerning place and, especially, the place of education, both to join and extend the conversation concerning place. For clarity, although I'm familiar with Edward Casey's two phenomenal books on place (Casey, Citation1993, Citation1997), Casey does not look at the influential power of place, the reciprocal influence of place and people, the potential educative value of place, and the partnering of place and teaching. His focus is not on the place of education. Similarly, although mestizaje is integral to Gloria Anzaldúa's (Citation1987) Borderlands/La Frontera: The new mestiza, Anzaldúa examines neither mestizaje as place nor as a pedagogy of place. Within the educational realm, space, place, and setting and the notion of a pedagogy of place have come to the forefront especially through rural/local and environmental education and through the work of Giroux and McLaren. These education scholars tend to conceptualize a pedagogy of place as a pedagogy of the teacher, rather than a pedagogy belonging to place itself. Further, although Zuss (Citation1997), Elenes (Citation1997), and Urrieta (2003) use métissage or mestizaje in their works, they neither examine its meaning as place nor theorize métissage/mestizaje as place of education. While I acknowledge the work the above scholars and others are doing and while they have influenced my own thinking and writing about place and métissage as place of education, my theorizing, data, and conceptualizing here take a direction that I hope will contribute something new to this already existing contemporary literature on place and métissage/mestizaje. 4. Although the literal translation of this text is The house of Claudine or Claudine's house, the English translation in print is entitled My mother's house and appears with a short novel entitled Sido. 5. Winnicott distinguishes between his real, imperfect mothers and Melanie Klein's abstract, perfect, "good" mothers. He writes of this distinction in Letter to Roger Money-Kyrle (cited in Abram, Citation1997, p. 194). 6. Many US public secondary schools (grades 6–12 for students aged 11–18) have a punishment room where students are detained for hours, days, and sometimes weeks, according to the severity of their crimes. This punishment room, In House Suspension (sometimes called In School Suspension or ISS), provides a means of keeping students in the school building (so their numbers count when drawing federal funding) while suspending them from school activities and taking away their liberty during school hours. Students sentenced to In House Suspension are typically detained in a single, out of the way room where they are directed to remain silent in a specific study carrel. Some punishment rooms have an attached bathroom so that the students never leave the room during their incarceration. Should the punishment room have no attached bathroom, the monitor (often a certified teacher) "buzzes" the office for an escort who takes students to the public toilets. At lunch time, in some schools, someone takes lunches to In House Suspension, so students will not have to leave the room; in other schools, a certified teacher escorts students to the cafeteria before or after lunchtime(s). In both case students eat in silence under their monitor's watchful gaze. Students sentenced to In House Suspension may have been tardy, incurred unexcused absences, had their heads down in class, had mouthwash confiscated (no alcohol allowed), or committed such other more serious crimes as fighting, hitting a teacher, or vandalizing school property. 7. "Closed lunch" means that students may not leave the campus during their lunchtime. Usually, teachers are assigned to guard the doors leading outside, and police officers are assigned to guard the students' parking lot and walkways around the school thus enforcing the school's "closed lunch policy." 8. In the USA during their last two years of high school, students may attend vocational schools or classes for half the school day
Aesthetics · Art · Everyday life · Place making · Political science · Sociology · Critical Race Theory in Education · Diverse Education Studies and Reforms · Engineering · Gender Studies · Indigenous and Place-Based Education · Law
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,38 |
| Citation span | 2010 - 2025 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |