Re-imagining difference in the pedagogical encounter

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Curriculum Inquiry Pub Date : 2020-12-17 DOI:10.1080/03626784.2020.1863653
Preeti Nayak, Diana M. Barrero Jaramillo
{"title":"Re-imagining difference in the pedagogical encounter","authors":"Preeti Nayak, Diana M. Barrero Jaramillo","doi":"10.1080/03626784.2020.1863653","DOIUrl":null,"url":null,"abstract":"The pedagogical encounter has been a site of robust theorization in curriculum studies. For critical curriculum scholars, pedagogy is commonly understood as a site of individual and social transformation. The articles in this issue of Curriculum Inquiry question whether the pedagogical encounter is always a catalyst of desired change. Drawing from Gaztambide-Fern andez and Arr aiz Matute’s (2013) threefold theorization, we view pedagogy as always intentional, always relational, and moved by an ethical imperative. The four articles dive deeper into the ethical and relational dimensions of pedagogy by presenting us with new ways of thinking about “Self,” “Other,” and the politics of differentiating between “familiar and strange others” (Ahmed, 2000, p. 24). As Sara Ahmed (2000) argues, the self-other relationship is determined at the moment of the encounter and involves techniques for “seeing the difference.” Those techniques also operate to differentiate between “familiar and strange others” in ways that produce a “visual economy” (p. 24). The authors in this issue illustrate the multiple ways the visual economy operates within the pedagogical encounter(s); this economy, at times, conditions teachers and learners to “see difference” in oppressive ways. Collectively, these authors explore how the visual economy constrains or limits how we see, engage, and teach about difference, as well as how the pedagogical encounter produces others as strangers. At the same time, these authors also show us that once these techniques of differentiation are identified, deconstructed, and critiqued, new and liberatory ways of seeing and producing difference are made possible, and can, in fact, nurture more ethical relationalities. In the first article of this issue, Sun Young Lee makes an important intervention into the taken-for-granted practices of observation in the context of teacher education. In her article titled “Seeing the Difference: Anticipatory Reasoning of Observation and its Double Gesture in Teacher Education,” Lee examines the way teachers learn to see and think about the development of children and teachers through the lens of difference. As a supposedly empirical or scientific practice, methods of observation and feedback are integral to teacher education programs (Copland, 2010). Yet, as Lee argues, practices of observation reflect social and cultural values and are embedded within particular historical contexts. Building on the work of Peter Galison (2014), Lee illustrates the role that the visual plays in the production of knowledge and constitution of difference. As Lee argues, we do not naturally see diversity; rather, the process of visualization produces categories of difference that reify racial hierarchies. As","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"50 1","pages":"373 - 377"},"PeriodicalIF":1.6000,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1863653","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Curriculum Inquiry","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03626784.2020.1863653","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

The pedagogical encounter has been a site of robust theorization in curriculum studies. For critical curriculum scholars, pedagogy is commonly understood as a site of individual and social transformation. The articles in this issue of Curriculum Inquiry question whether the pedagogical encounter is always a catalyst of desired change. Drawing from Gaztambide-Fern andez and Arr aiz Matute’s (2013) threefold theorization, we view pedagogy as always intentional, always relational, and moved by an ethical imperative. The four articles dive deeper into the ethical and relational dimensions of pedagogy by presenting us with new ways of thinking about “Self,” “Other,” and the politics of differentiating between “familiar and strange others” (Ahmed, 2000, p. 24). As Sara Ahmed (2000) argues, the self-other relationship is determined at the moment of the encounter and involves techniques for “seeing the difference.” Those techniques also operate to differentiate between “familiar and strange others” in ways that produce a “visual economy” (p. 24). The authors in this issue illustrate the multiple ways the visual economy operates within the pedagogical encounter(s); this economy, at times, conditions teachers and learners to “see difference” in oppressive ways. Collectively, these authors explore how the visual economy constrains or limits how we see, engage, and teach about difference, as well as how the pedagogical encounter produces others as strangers. At the same time, these authors also show us that once these techniques of differentiation are identified, deconstructed, and critiqued, new and liberatory ways of seeing and producing difference are made possible, and can, in fact, nurture more ethical relationalities. In the first article of this issue, Sun Young Lee makes an important intervention into the taken-for-granted practices of observation in the context of teacher education. In her article titled “Seeing the Difference: Anticipatory Reasoning of Observation and its Double Gesture in Teacher Education,” Lee examines the way teachers learn to see and think about the development of children and teachers through the lens of difference. As a supposedly empirical or scientific practice, methods of observation and feedback are integral to teacher education programs (Copland, 2010). Yet, as Lee argues, practices of observation reflect social and cultural values and are embedded within particular historical contexts. Building on the work of Peter Galison (2014), Lee illustrates the role that the visual plays in the production of knowledge and constitution of difference. As Lee argues, we do not naturally see diversity; rather, the process of visualization produces categories of difference that reify racial hierarchies. As
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
重新想象教学遭遇中的差异
在课程研究中,教学遭遇一直是强有力的理论化的场所。对于批判性课程学者来说,教育学通常被理解为个人和社会转型的场所。本期《课程探究》中的文章质疑教学遭遇是否总是期望变革的催化剂。根据Gaztambide Fern andez和Arr aiz Matute(2013)的三重理论,我们认为教育学始终是有意的,始终是关系的,并受到道德要求的推动。这四篇文章通过向我们展示思考“自我”、“他人”以及区分“熟悉和陌生他人”的政治学的新方法,深入探讨了教育学的伦理和关系维度(Ahmed,2000,第24页)。正如Sara Ahmed(2000)所言,自我-他人关系是在相遇的那一刻确定的,并涉及到“看到差异”的技巧。这些技巧还以产生“视觉经济”的方式区分“熟悉和陌生的他人”(第24页)。本期的作者阐述了视觉经济在教学过程中的多种运作方式;这种经济有时会让教师和学习者以压抑的方式“看到差异”。这些作者共同探讨了视觉经济如何约束或限制我们看待、参与和教授差异的方式,以及教学遭遇如何将他人塑造成陌生人。同时,这些作者也向我们表明,一旦这些差异化技术被识别、解构和批判,新的、解放性的看待和产生差异的方式就成为可能,事实上,可以培养更多的道德关系。在本期的第一篇文章中,孙对教师教育中理所当然的观察实践进行了重要的干预。李在题为《看到差异:观察的预期推理及其在教师教育中的双重姿态》的文章中,探讨了教师如何通过差异的视角来看待和思考儿童和教师的发展。作为一种所谓的实证或科学实践,观察和反馈方法是教师教育计划不可或缺的一部分(Copland,2010)。然而,正如李所说,观察实践反映了社会和文化价值,并嵌入了特定的历史背景中。在彼得·加利森(2014)作品的基础上,李阐述了视觉在知识产生和差异构成中所扮演的角色。正如李所说,我们并不自然地看到多样性;相反,可视化过程产生了具体化种族等级的差异类别。像
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Curriculum Inquiry
Curriculum Inquiry EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
17.60%
发文量
37
期刊介绍: Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory. This leading international journal brings together influential academics and researchers from a variety of disciplines around the world to provide expert commentary and lively debate. Articles explore important ideas, issues, trends, and problems in education, and each issue also includes provocative and critically analytical editorials covering topics such as curriculum development, educational policy, and teacher education.
期刊最新文献
Borderland teaching of Chinese American teachers with Mexican American students “Salt preserves”: A curriculum of salt in The Autobiography of Mary Prince Fragments of reaching home: Curriculum as embodied lived experiences in a transnational Indigenous educational journey (Re)charging Queer Indigenous zones: Pedagogical hub-making with the Land of the Spirit Waters Critically considering and conceptualizing social contexts as curriculum
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1