An Experiment in ‘Radical’ Pedagogy and Study: On the Subtle Infiltrations of ‘Normal’ Education

Erin Dyke, Eli Meyerhoff

Abstract


Through a militant co-research project with a class in an anarchistic free school, we explore how dispositions from so-called ‘normal’ education infiltrate activities of aspirationally ‘radical’ pedagogy. Grappling with these tensions as a kind of ‘playful work,’ we focus on four themes: the geo- and body-political situatedness of knowledge, space-time, a/effective relationships, and pedagogy and study. Across these themes, we take up and trouble assumptions of modernity/coloniality, as sources of obstacles we experienced in our class and, more broadly, in projects of movement-embedded study. Subscribing to these assumptions both happens through and serves to legitimate the institutions of education, or the processes of making people ‘ready’ for adulthood, work, and governance. As a counter-force, we offer tactics for de-linking from these imaginal trajectories and composing pedagogies of decolonial, communal futures.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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