Department of Teaching, Learning, and Teacher Education

 

Document Type

Article

Date of this Version

6-3-2021

Citation

Published in Journal of Language, Identity & Education 20:3 (2021), pp 213–220.

doi:10.1080/15348458.2021.1893173

Comments

Copyright © 2021 Taylor & Francis Group, LLC. Used by permission.

Abstract

As we have researched in schools and reflected on our own teaching, we have come to recognize the lie and our untruthfulness that permeates many of our cultural scripts (Gutierrez et al., 1995) and practices as teachers. It is within these cultural scripts and practices that inequity is perpetuated and humanizing learning evaded. Thus, what we term evasion pedagogies, serve to sustain the status quo and are powerful tools to maintain oppressive projects like white supremacy, heteronormativity, gender binaries, patriarchy, ableism, classism, and linguicism. In this piece, we examine the notion of evasion pedagogies as a powerful lie in practice that needs to be disrupted in teaching and learning across grade levels and contexts. Then, we draw on decades of research to illustrate how existing scholarship offers meaningful opportunities to disrupt evasion pedagogies by focusing on humanization.

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