In this paper, the authors engage in an ethico-onto-epistemological imagining of dis/entanglement from the gridlock that the us/them binary and Cartesian subject created in education. They move instead towards relationality and response-ability and argue that it is helpful to imagine that we are all Donald Trump. In doing so, we are confronted by our own contributions to injustices in a post-truth era and can envision and act towards healing and flourishing relationships. Specifically, this helps us theorize how we might engage ethically with our secondary students and pre-service teachers with whom we may disagree politically.
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