The Unbelievable Truth and the Dilemmas of Ignorance: Rethinking Student Resistance in Social Justice Education
Logue, Jennifer Lynn
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https://hdl.handle.net/2142/80121
Description
Title
The Unbelievable Truth and the Dilemmas of Ignorance: Rethinking Student Resistance in Social Justice Education
Author(s)
Logue, Jennifer Lynn
Issue Date
2009
Doctoral Committee Chair(s)
Mayo, Cris
Department of Study
Educational Policy Studies
Discipline
Educational Policy Studies
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Social Sciences
Language
eng
Abstract
My research explores some of the challenges involved in coming to think critically about the ways in which injustices of the past play themselves out in the present in social justice teacher education. I examine obstacles involved in coming to understand how each and everyone of us is (albeit in different ways) complicit in ongoing social and global injustice, and, more specifically, how we often we fail to see ourselves as such. I argue that three core concepts of social justice educational theory---resistance, privilege, and ignorance---are insufficiently complex and draw on psychoanalytic and anticolonial theory to show how more dynamic conceptions of each can help to alleviate much of the anger, frustration, and resentment that circulates in social justice teacher education classrooms and literature. I call for a pedagogy of epistemic audacity that works towards disarming defense and recovering the pleasure to be had in taking responsibility.
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