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Questions to ask regarding socially just pedagogies

Presentation made by Michalinos Zembylas in response to papers at the SOTL @ UJ mini-conference on 1 December 2015

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Questions to ask regarding socially just pedagogies

  1. 1. Michalinos Zembylas Open University of Cyprus 1
  2. 2. Structure of my response 1.What does ‘social justice pedagogies’ mean? 2.Ten valuable lessons we learn from these papers 3.Unanswered questions for future work 2
  3. 3. Ten Lessons Lesson number 1: If one looks for exemplar models of what it means to engage in pedagogies for social justice, there are no such. Lesson number 2: There is no such thing as socially just pedagogies that make education 100% safe or creates safe learning spaces. Lesson number 3: The notion of socially just pedagogies includes a relational encounter among teachers and students through which unpredictable possibilities of critical knowledge and action are created. 3
  4. 4. Lesson number 4: Vulnerability, like risk, is a fundamental component of engaging in socially just pedagogies. Lesson number 5: Engaging in socially just pedagogies implies engaging with the burden of difficult knowledge carried more or less by all participants in struggles for social justice. Lesson number 6: Socially just pedagogies are sites of politics. Lesson number 7: Socially just pedagogies provide opportunities for educational researchers, practitioners and activists to mobilize alternative forms of counterhegemonic and ethical learning. 4
  5. 5. Lesson number 8: Socially just pedagogies demand not only ethical but also strategic choices in interrupting social injustices. Lesson number 9: Socially just pedagogies interrupt the psychologization of students. Lesson number 10: Finally, progress is possible; socially just pedagogies create ‘pockets of hope’— spaces where progressive work takes place. 5
  6. 6. Unanswered Questions How can explorations of curriculum and pedagogy become strategic sites of ethical and political transformation that overcome paralysis and inaction, especially in conditions of socially unjust structures? How can socially just pedagogies create possibilities to resignify our ethical responsibilities as researchers, policymakers, teachers and teacher educators in ways that continuously rework and unsettle our attachments to particular discourses and practices? How do biopolitics emerge as a crucial feature of socially just pedagogies in the making of ‘students’ imagined through the normativity of emotional bonds and solidified through the power and performative force of identity work? 6
  7. 7. Unanswered Questions How can explorations of curriculum and pedagogy become strategic sites of ethical and political transformation that overcome paralysis and inaction, especially in conditions of socially unjust structures? How can socially just pedagogies create possibilities to resignify our ethical responsibilities as researchers, policymakers, teachers and teacher educators in ways that continuously rework and unsettle our attachments to particular discourses and practices? How do biopolitics emerge as a crucial feature of socially just pedagogies in the making of ‘students’ imagined through the normativity of emotional bonds and solidified through the power and performative force of identity work? 6

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Presentation made by Michalinos Zembylas in response to papers at the SOTL @ UJ mini-conference on 1 December 2015

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