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Teaching to Transgress: Subject to Subject
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What is the goal of our teaching?
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Teaching to Transgress
Education from the Teacher/subject-citizen to the Student/subject-citizen
Teaching to Transgress
F
Subject to Subject
A Genealogy of Educational Philosophies
A Genealogy of Educational Philosophies
bell hooks (1994): Teaching to Transgress
Nel Noddings (1992, 2013),
The Challenge to Care in Schools; Education and Democracy in the 21st Century
Dewey (1859-1952):
Democracy & Education(Cahn)
Paolo Freire (1921-1997): Cultural Action for Freedom
- Locke: Some Thoughts Concerning Education (Cahn)
- Rousseau: Emile (Cahn)
- Socrates
Apology: The Last Days of Socrates
- What should we seek for our students to know?
- Who is the student ideal?
- Who should the teacher be in order to fulfill this goal?
- What is the aim of education?
- Plato: The Republic (Cahn)
Organizing Question/ First Principles
John Dewey (1859-1952)
Democracy and Education
- Organizing Principle
- Located as we are in a form of association that is predicated on a definitive set of shared beliefs, which must be transmitted in order to sustain a democracy, how can the social order be maintained as the society pursues the innovative changes needed to grow and transform into sustainable living for one and all?
Noam Chomsky on Dewey"s educational philosophy
John Dewey (1859-1952)
Dewey & the "Big Questions" for Education
Dewey & the "Big Questions" for Education
- What should be the aim of education?
- What should we seek for students to know?
- Who should the teacher/leader be in such an institution?
- Who is the student ideal as subject?
Nel Noddings
http://www.azquotes.com/author/24825-Nel_Noddings
Ethics of Care in Education
Nel Noddings
- Organizing principle
- As the educational analogue of the home, education should emulate the human to human connections that foster student self-actualization
• What should be the aim of education? (What should worth knowing)?
• What ought to be the purpose of teaching (in a democratic society) or what is the teacher's role?
• What should the teacher be in order to fulfill this aim?
• What kind of teaching methods (pedagogy and classroom strategies) work best?
• Who is the student ideal? What is to be taken into account?
Bell Hooks
Gloria Watkins,
- Proudly from Northern Kentucky
- Stanford University graduate
- College Professor (including Yale, City University of New York)
- Feminist, public intellectual, activist
- Author of over 30 books on wide-ranging topics
D
Teaching to Transgress
- Higher education pedagogy
- Applicable to K-12 pedagogy
Unless otherwishe ntoed, citations are from Teaching to Transgress
Images fromKalamu; Wikipedia; www.autostraddle
Teaching whom?
- Getting beyond the disembodied and idealized rational subject to the embodied subject
- The RTKP student ideal was predicated on the disembodied and rational subject ideal
- Contributed to a default phallocentric, patriachal model and white racial bias
- Associated with the zombie student
- Speaking in the voice from nowhere
- Thirsty for sanctioned and dominant knowledge
- The embodied subject
- Democratizes knowledge as having a provenance from multiple identity categories and social location (race, class, LGTQ, etc.)
- Proposes a new ideal of student engagement that validates the diversity of personal experience and narrative as means of knowledge construction
Transgressing against what?
• Ways of thinking where dominant forces advance a culture of silence that supresses and devalues the voices and experiences marginalized people. (In "Multicultural Change" (p. 23))
- Regimes of domination
- Modernism
- (neo-)Colonization (Re-centers “whiteness” as an apparatus of domination)
- Capitalism
- Corporatism
- Neo-liberalism (See Noddings)
- Racism
Engaging in "The Politics of Difference"
• Where is the discourse battle (“politics of difference” in Cultural Criticism, Part one) taking place?
- Contexts of contention
- Mass media
- Financial and political institutions
- Corporate world and workplace
- In schools, as institutions, curriculum
- In Universities
- White supremacist, capitlist patriarchy is the culprit (Video "Cultural Criticism, Part 2 @ 4.27 to end)
Organizing princple:
Education as a practice of freedom
What follows?
Organizing princple:
Education as a practice of freedom
• What should be the aim of education? (What should be worth knowing)?
• What ought to be the purpose of teaching (in a democratic society) or what is the role of the teachier?
• What is the teacher to be in order to fulfill this aim?
• What kind of teaching methods (pedagogy and classroom strategies) work best?
• Who is the student if not the disembodied and rational agent? Whose knowledge gets included?
AIMS
Breaking free from the interlocking systems of opression(What are they?) to experience liberation and to be a force for social transformation.
AIMS
Liberation involves (from "Teaching for Liberatory Practice")
- Intersubjective truth in the process of re-theorizing (epistemology)
- Theorizing from pain as important and empowerment (p. 65)- Patricia Hill-Collins (p. 74)
- Versus "reinscribing the politics of domination" (p. 64)
- An awareness of the relevant norms of human value and worth (ethics)-
- Examples for blacks
- Against silencing (p. 68)
- And towards feminism's dichotomties of "theory versus practice". Patriachy comes in many genders (from New School)
The Teacher as Subject
"Well-grounded in spirituality and well-being (p. 16)
The Teacher as Subject
Pedagogy
Engaged pedagogy=transformative pedagogy (feminist & praxis, through action-reflection-(re)action
- Versus solely critical or feminist pedagogy (p. 15)
- Versus sage on the stage: The very model of the spectator theory of knowledge (Dewey's criticism) or (Representative Theory of Knowledlge and Perception) and its emphasis on certainty or objectivity.
- Vulnerable to reproducing and supporting the white supremacist narrative (p. 37)
- Incorporates the personal narrative of the teacher (p. 17)
- Making critical examination of the bearing of racial, economic and other factors. Bringing identity politics of bear (p. 35)
- Exhibiting the basics of democracy (p. 39)
Pedagogy as Cultural Criticism
• Transgression involves “cultural criticism” with respect to the above that identifies and challenges practices and policies that systematically engage in oppressive subjugation of those outside the halls of power.
Pedagogy as Cultural Criticism
Pedagogies and Classroom Strategies
- Literacy
- Critical literacy
- Consuming mass media in a particular way (triangulation and critical distance, Peirce)
- Critical Thinking as transformation “Cultural Criticism” pt 1; 3:05ish-542)
The Student as Subject
- Acquiring Freire's "conscientization."
- Achieving well-being (p. 15)
- Fostering critical consciousness (p. 36)
The Student as Subject
Ending the culture of silence
- Paolo Freire's Gender Politics
- Epitomizes patriachy
- Getting beyond white feminism
- Racialized manifestation of sexism
- Sexist manifestation of racism