Teaching, Learning, and Teacher Education, Department of
Department of Teaching, Learning, and Teacher Education: Faculty Publications
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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
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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Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
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