(Un)Learning through Narrative Fiction: Toward a Psychoanalytically Informed Anticolonial Education

Autor/in	Logue, Jennifer
Titel	(Un)Learning through Narrative Fiction: Toward a Psychoanalytically Informed Anticolonial Education
Quelle	In: Critical Questions in Education, 12 (2021) 2, S.114-127 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Trauma; Psychiatry; Colonialism; Racism; Teaching Methods; Educational History; Activism; Freedom; Grief; Fiction; Films; Literature; Educational Change; Transformative Learning; Dialogs (Language); Social Justice; United States History; Emotional Response; Psychological Patterns + Suchen Sie Ihr Suchwort? Psychiatrie; Kolonialismus; Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Aktivismus; Politischer Protest; Freiheit; Trauer; Fiktion; Film; Literatur; Bildungsreform; Pädagogische Transformation; Dialog; Dialogs; Dialogue; Dialogues; Soziale Gerechtigkeit; Emotionales Verhalten
Abstract	In this paper I call for an emotional confrontation with our traumatic, racist, and often unacknowledged history. I share ideas, experiences, and pedagogical strategies with which to engage difficult dialogue about difficult knowledge, in such a way as to disarm defense and, potentially inspire anti-racist activism in education and beyond. The first strategy is to develop psychoanalytic sensibilities in education. I argue that this will help us begin to invite the "freedom to feel" into classrooms that customarily prioritize freedom of thought. The second strategy is to insist that a confrontation with traumatic elements of untold history, and unacknowledged racial (and other) injustices in our current reality, will be uncomfortable. I emphasize that we must work on our capacity to tolerate discomfort and develop our capacities to mourn (loss of cherished belief, loss of innocence, loss of privilege, among other forms of loss). Third, I argue that "knowing ignorance" can be a powerful antidote to the structural ignorance that has hindered our capacities to think critically and creatively in solidarity with different others. I conclude by suggesting that engagement with narrative fiction in film and literature, is a promising pedagogical approach that enables transformative dialogue to take place. I share a few of my favorite films and short stories that have yielded fruitful conversations in my own social justice-oriented classrooms. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01