We are All Donald Trump: Dis/entangling from the Us/Them Binary in Education

Ashli Moore Walker, Shara Cherniak


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.


post-truth, pedagogy, ethico-onto-epistemology, binary, Cartesian subject

Full Text:


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.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563