Diffractive memory-stories and response-activeness in teaching social justice. Issue 6 (2nd November 2022)

• Record Type: Journal Article
• Authors: Müller, Marguerite; Le Roux, Adré; Kruger, Frans
• Is Part Of: Discourse. Volume 43:Issue 6(2022)
• Page Start: 821
• Page End: 836
• Publication Date: 2022-11-02
• Subjects: Diffraction -- memory -- narrative -- nested-time -- shared responsibility -- social justice education; Education -- Periodicals; Education -- Australia -- Periodicals; 370.5
• DOI: 10.1080/01596306.2021.1902944
• Languages: English
• ISSNs: 0159-6306

Abstract

ABSTRACT: This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more response-active social justice curricula and pedagogy. The concept of nested-time informs our diffractive narrative as we engage with our experiences and becomings in a non-linear and collaborative way. We use the concept of shared responsibility as an intermezzo to memories of discomfort, emotions of guilt, self-doubt, messiness, frustration, and complexity and the way these might help us to think and act differently. The diffractive memory-stories thus create possibilities for response-activeness as we imagine new responses and actions against social injustices and sufferings in our classrooms and in our communities.