- Kent State University, Teaching, Learning & Curriculum Studies, Faculty Memberadd
- Curriculum Studies, Sensory Studies, Urban Education, Ethnography, Sound studies, Qualitative Research Methodologies, and 34 moreSocial Justice, Qualitative Research, Teacher Education, Critical Geography, Social Theory, Anthropology, Sociology, Qualitative Research Methods, Elementary Education, Power, Arts-Based Research, Narrative Inquiry, Complexity Science, Collaborative Action Research, Collaborative Research, Senses, Sensorium, Collaboration In Qualitative Research, Sensual Curriculum, Sensual Scholarship, Cultural Studies, Qualitative methodology, Ethnography (Research Methodology), Sound Art, Social Justice in Education, Sensory Ethnography, Affect Theory, Qualitative Methods, Sound, Social Anthropology, Improvisation, Education, Race and Ethnicity, and Race and Racismedit
The sensuous is the human experience, unfolding our everyday experiences and articulating our affects. Without sensory information, we could neither know nor be. This is because we gain information through our senses and interpret that... more
The sensuous is the human experience, unfolding our everyday experiences and articulating our affects. Without sensory information, we could neither know nor be. This is because we gain information through our senses and interpret that information as perceptions, the sociocultural frames used to analyze that input. This is the case regardless of how a sensorium is constructed, a more limited Western five senses model for example. It is also the case no matter how senses are defined, they ways they are expressed, or the ways in which they are understood to function. Further, because there are often greater differences between members within a particular group than divergences between groups, how one attends to and acts in light of sensory information is always a polyphonic tapestry constructed on the warp of the sociocultural and the weft of individualism. Education, the transfer of information between people, animals, things, and ecologies, is therefore a sensory endeavor. Sensuous curriculum is one means of describing this deeply layered intersection of educational ways of being and knowing. In many ways inverting how questions of curriculum are often framed, Sensuous Curriculum: Politics and the Senses in Education foregrounds how sensory understandings are forms of educational, relational politics. Bringing the depth and complexity of sensory studies firmly into curriculum and foundational studies of education, contributors to this volume address this educational and political intersection from a wide variety of theoretical and practical perspectives that are always embodied and material. Approached in an academic yet accessible manner, Sensuous Curriculum addresses key questions about what it means to educate and the ideas and ideals render those understandings sensible. This variety, depth, and accessibility combine to make Sensuous Curriculum an important resource for those interested in critical studies of the senses in educational ecologies and holistic education. It is a text as at home in theory and methods doctoral courses as it is in undergraduate courses for preservice teachers and will be of interest to those searching for rich ways to conceptualize education outside of a standards-centric perspective.
Free preview available at the publisher's website: https://www.infoagepub.com/products/Sensuous-Curriculum
Free preview available at the publisher's website: https://www.infoagepub.com/products/Sensuous-Curriculum
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Research Interests: Music Education, Social Sciences, Teacher Education, Qualitative methodology, Sonic Art, and 14 moreQualitative Methods, Educational Research, Curriculum Studies, Sound studies, Sound, Curriculum Theory, Qualitative Research (Education), Educational Philosophy, Anthropology of the Senses, Qualitative Research Methods, Sensory Ethnography, Educational Theory, Sound Art, and Sensory Studies
From the publisher: Curriculum and Students in Classrooms: Everyday Urban Education in an Era of Standardization is a timely and thought-provoking work that attends to often-neglected aspects of schooling: the everyday interactions... more
From the publisher:
Curriculum and Students in Classrooms: Everyday Urban Education in an Era of Standardization is a timely and thought-provoking work that attends to often-neglected aspects of schooling: the everyday interactions between curriculum, teachers, and students. Walter S. Gershon addresses the bridge between the curriculum and the students, the teachers, and their everyday pedagogical decisions. In doing so, this book explores the students' perspectives of their teachers, the language arts curriculum at an urban elementary school, and how the particular combination of curriculum and teaching work in tandem to narrow students’ academic and social possibilities and reproduce racial, class, and gender inequities as normal. Recommended for scholars of education and curriculum studies.
Curriculum and Students in Classrooms: Everyday Urban Education in an Era of Standardization is a timely and thought-provoking work that attends to often-neglected aspects of schooling: the everyday interactions between curriculum, teachers, and students. Walter S. Gershon addresses the bridge between the curriculum and the students, the teachers, and their everyday pedagogical decisions. In doing so, this book explores the students' perspectives of their teachers, the language arts curriculum at an urban elementary school, and how the particular combination of curriculum and teaching work in tandem to narrow students’ academic and social possibilities and reproduce racial, class, and gender inequities as normal. Recommended for scholars of education and curriculum studies.
Research Interests: Sociology of Education, Teacher Education, Curriculum Design, Ethnography, Race and Racism, and 13 moreUrban Education, English Language Arts, Pedagogy, Curriculum Theory, Anthropology of Education, Curriculum and Instruction, Elementary Education, Students, Hidden Curriculum, Literacy Education, Teacher Preparation, Social Foundations of Education, and Curriculum and Pedagogy
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This article troubles constructions of ‘at-risk students.’ Utilizing Rancière's discussion of dissensus, the author first argues that what is at risk are not students but contemporary common sense notions of schooling.... more
This article troubles constructions of ‘at-risk students.’ Utilizing Rancière's discussion of dissensus, the author first argues that what is at risk are not students but contemporary common sense notions of schooling. From this perspective, students' labeled as ‘at risk’ ways of knowing and being that interrupt ideas and ideals about the purpose and function of schooling. In order to make
Research Interests: Critical Theory, Sociology, Social Theory, Epistemology, Curriculum Studies, and 13 moreCritical Social Theory, Social Justice, Cognitive Dissonance, Social Justice in Education, Social Exclusion, Social Class, Common Sense, Education Systems, Sense Making, At Risk Youth, Assertion, Critical Sociocultural Studies In Education, and Learning Experience
This article examines the theoretical, methodological, and practical possibilities of sound for qualitative research. Moving from an understanding that sounds are a form of vibrational affect, the author argues that sound can be... more
This article examines the theoretical, methodological, and practical possibilities of sound for qualitative research. Moving from an understanding that sounds are a form of vibrational affect, the author argues that sound can be articulated as resonance and knowledge in ways that are significant to human experiences of sensation and signification. These conceptualizations of sound are then used to articulate processes of data collection, analysis, and representation for a sounded methodological practice called sonic ethnography. In keeping with the tone and tenor of this special issue and the developing field of sound studies, the third section considers whether sounds need to be categorized as “data” to be of value to qualitative researchers. A final brief section describes the construction and sounds presented in the accompanying sound/work that serves as a performative example of how sounded representations of sonic ethnography can function in practice. The associated sound/work can be found here: https://soundcloud.com/vibrationalaffect/gershon .
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Imagination of the impossible is a common, delightful part of early childhood experiences, as are the content and contexts of what Donna Haraway calls SF, the multitude of possibilities for speculating futures and otherworldly... more
Imagination of the impossible is a common, delightful part of early childhood experiences, as are the content and contexts of what Donna Haraway calls SF, the multitude of possibilities for speculating futures and otherworldly imaginations. It is a wonder, then, despite deep histories of SF in African American intellectual traditions and recent further blooming of people of African descent in SF, there are so few young Black children in SF across literature and media. Not that there aren’t tweens and teens of African descent, even younger Black children with powerful voices, or a total absence of Black babies. However, grounded in a theoretical funk and underscored by an improvisational ethic, this chapter argues that such absences are the norm. As significantly, the authors also contend that an ongoing and growing attention layered, nuanced, writing with older Black child protagonists, should be more present in works about and for young children.
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This chapter on middle school ethnographies presents an overview of the methodology’s central principles and practices. The purpose of ethnography is to understand what is sensible within local contexts, how local interactions and... more
This chapter on middle school ethnographies presents an overview of the methodology’s central principles and practices. The purpose of ethnography is to understand what is sensible within local contexts, how local interactions and relationships fit into broader culture, and the ways in which each place and space is nonetheless unique in spite of commonalities across ecologies. Ethnographies that focus on schooling are central to understanding how sociocultural norms and values operate in and between classrooms, corridors, and communities, understandings that, in turn, impact young people’s ways of being and knowing. Such information—along with how ideas and ideals influence all people in schools, including staff, teachers, and administrators—is significant because more deeply understanding complex relations between people, places, and ideas, is a strong foundation for more just and equitable schooling.
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Regardless of their origin or interpretation, sounds are theoretically and practically foundational to educational experiences. As the means through which knowledges are passed from one person to another, sounds outline the fluid, porous... more
Regardless of their origin or interpretation, sounds are theoretically and practically foundational to educational experiences. As the means through which knowledges are passed from one person to another, sounds outline the fluid, porous boundaries of educational ecologies. This session is a conversation with the editors of a recent book, Sonic Studies in Educational Foundations: Echoes, Reverberations, Silences, Noise (Routledge, 2020), focusing on sonic metaphors that exist at the center of philosophical and historical foundations of educational studies, the ethical dimensions sound studies in education, and future directions for sound studies in curriculum theory and practice
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This work makes the performative case that there is an educational sound studies and is articulated in three central argumentative pivots. The first pivot provides definitional parameters for the postdigital utilized in this article then... more
This work makes the performative case that there is an educational sound studies and is articulated in three central argumentative pivots. The first pivot provides definitional parameters for the postdigital utilized in this article then connects questions of new medias to processes of scientific curriculum-making while underscoring connections between schooling, medias, and eugenics. The second pivot documents that there is indeed an educational sound studies with an accompanying reflexive discussion about questions of ethics in sonic scholarship and potential concerns in utilizing sound metaphors in an overly literal fashion. A final pivot then performatively posits sonic rearticulations of scale and mode to demonstrate how educational sound studies can offer complex tools for critical sociocultural theorizing. In this instance, it is an argument that neoliberalism can be understood as a mode in a scale of eugenics. Along the way, this piece also suggests that such critical sound scholarship can also be understood as postdigital tools for critique towards increased justice in educational ecologies within and outside of schooling.
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Education is a sensory experience. This is the case regardless how a sensorium is constructed. A sensorium is how a group defines, categorizes, and conceptualizes the senses, a Western five-senses model for example. Regardless of the... more
Education is a sensory experience. This is the case regardless how a sensorium is constructed. A sensorium is how a group defines, categorizes, and conceptualizes the senses, a Western five-senses model for example. Regardless of the sociocultural norms and values a sensorium engenders, animals, human and nonhuman alike, experience their lives through the senses. From this perspective, anything that might be considered educational, regardless of context and irrespective of questions of what might "count" as
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This article serves as supplemental information for a performative presentation of what the author calls sound arts–based research (SABR) and how it can function as sounded scholarship and sound art for social justice in education.... more
This article serves as supplemental information for a performative presentation of what the author calls sound arts–based
research (SABR) and how it can function as sounded scholarship and sound art for social justice in education. Utilizing
a combination of sound and text, this article documents everyday experiences of policing for young men of color at a
Ridiculously White Institution (RWI). Focusing on processes of intention, attention, expression, and reception, this article
also seeks to more clearly parse the often subtle, nuanced ethical differences between more artistic sound-making and
(qualitative) sounded scholarship.
research (SABR) and how it can function as sounded scholarship and sound art for social justice in education. Utilizing
a combination of sound and text, this article documents everyday experiences of policing for young men of color at a
Ridiculously White Institution (RWI). Focusing on processes of intention, attention, expression, and reception, this article
also seeks to more clearly parse the often subtle, nuanced ethical differences between more artistic sound-making and
(qualitative) sounded scholarship.
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As its name suggests, sonic ethnography sits at the intersection of studies of sound and ethnographic methodologies. This methodological category can be applied to interpretive studies of sound, ethnographic studies that foreground sound... more
As its name suggests, sonic ethnography sits at the intersection of studies of sound and ethnographic methodologies. This methodological category can be applied to interpretive studies of sound, ethnographic studies that foreground sound theoretically and
metaphorically, and studies that utilize sound practices similar to those found in forms of audio recording and sound art, for example. Just as using ocular metaphors or video practices does not make an ethnographic study any more truthful, the use of sonic metaphors or audio recording practices still requires the painstaking, ethical, reflexivity, time, thought, analysis, and care that are hallmarks for strong ethnographies across academic fields and disciplines. Similarly, the purpose of sonic
ethnography is not to suggest that sound is any
more real or important than other sensuous understandings but is instead to underscore the power and potential of the sonic for qualitative researchers
within and outside of education. A move to the sonic is theoretically, methodologically, and practically significant
for a variety of reasons, not least of which are (a) its ability to interrupt ocular pathways for conceptualizing and conducting qualitative research; (b) for providing a mode for more actively listening to local educational ecologies and the wide variety of things, processes, and understandings of which they are comprised; (c) ethical and more transparent means for expressing findings; and (d) a complex and deep tool for gathering, analyzing,
and expressing ethnographic information. In sum, sonic ethnography opens a world of sound possibilities for educational researchers that at once deepen and provide
alternate pathways for understanding everyday educational interactions and the sociocultural contexts that help render those ways of being, doing, and knowing sensible.
metaphorically, and studies that utilize sound practices similar to those found in forms of audio recording and sound art, for example. Just as using ocular metaphors or video practices does not make an ethnographic study any more truthful, the use of sonic metaphors or audio recording practices still requires the painstaking, ethical, reflexivity, time, thought, analysis, and care that are hallmarks for strong ethnographies across academic fields and disciplines. Similarly, the purpose of sonic
ethnography is not to suggest that sound is any
more real or important than other sensuous understandings but is instead to underscore the power and potential of the sonic for qualitative researchers
within and outside of education. A move to the sonic is theoretically, methodologically, and practically significant
for a variety of reasons, not least of which are (a) its ability to interrupt ocular pathways for conceptualizing and conducting qualitative research; (b) for providing a mode for more actively listening to local educational ecologies and the wide variety of things, processes, and understandings of which they are comprised; (c) ethical and more transparent means for expressing findings; and (d) a complex and deep tool for gathering, analyzing,
and expressing ethnographic information. In sum, sonic ethnography opens a world of sound possibilities for educational researchers that at once deepen and provide
alternate pathways for understanding everyday educational interactions and the sociocultural contexts that help render those ways of being, doing, and knowing sensible.
Research Interests: Education, Ethnography, Qualitative methodology, Educational Research, Curriculum Studies, and 11 moreSound studies, Sound, Curriculum Theory, Qualitative Research, Qualitative Research (Education), Qualitative Research Methods, Sensory Ethnography, Arts-Based Research, Arts-Based Educational Research, Sensory Studies, and Qualitative Methodologies
The performative nature of this article simultaneously functions at multiple levels. It is at once an article about, among other things, the significance of the sonic and its qualitative differences from more ocular forms of expression,... more
The performative nature of this article simultaneously functions at multiple levels. It is at once an article about, among other things, the significance of the sonic and its qualitative differences from more ocular forms of expression, the inability to discern between that which occurs of its own accord and that which is manufactured, and questions of attention, intention, and expression. It is also an inversion of how sound is most often utilized in scholarship. In this case, rather than
sounds explicating text, the text of this article functions as a kind of libretto for the sonic version of this piece.
sounds explicating text, the text of this article functions as a kind of libretto for the sonic version of this piece.
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The purpose of this special issue is to demonstrate the depth and breadth of the ways that sound considerations can significantly contribute to the field of Educational Foundations. An interdisciplinary and international field, Sound... more
The purpose of this special issue is to demonstrate the depth and breadth of the ways that sound considerations can significantly contribute to the field of Educational Foundations. An interdisciplinary and international field, Sound Studies has tackled subfields and themes familiar to those who work in educational foundations. For example, there has been work on sound histories, sound philosophies, sound culture, sound/race, and sound methodologies. As noted in a recent article in the twentieth anniversary issue of Qualitative Inquiry, there has also been a burgeoning attention to sound scholarship in education. Not dissimilar to a similar move made in curriculum studies, contributors to this issue will attend to and otherwise explore sound possibilities for educational theory, policy and practice. To these ends contributors will interrupt both everyday, commonsense understandings and longstanding theoretical foundations that tend to be predicated on the ocular. This special issue is open to the many forms for documenting contradictions and trends, theoretical elaboration, empirical scholarship, and methodological innovation with and through sound concepts and tools.
Research Interests: Cultural Studies, Media and Cultural Studies, Sociology of Education, Teacher Education, Sonic Art, and 13 moreCurriculum Studies, Soundscape Studies, Sound studies, Curriculum Theory, Affect Theory, Anthropology of Education, Affect (Cultural Theory), Curriculum and Instruction, Curriculum, Curriculum Theory and Development, Social Foundations of Education, Educational Foundations and Leadership, and Curriculum and Pedagogy
In N. Ares, E. Buendia, & R. Helfenbein (Eds.), Deterritorializing/reterritorializing: Critical geographies of educational reform. Rotterdam, NL: Sense Publishers.
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Call for papers for a special issue of Educational Studies: A Journal of the American Educational Studies Association
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For the past three years we have used videoconferencing technology to conduct annual conversations between the groups of preservice teachers we teach in Nicosia, Cyprus and Kent, Ohio. In addition to these team-taught, transnational... more
For the past three years we have used videoconferencing technology to conduct annual conversations between the groups of preservice teachers we teach in Nicosia, Cyprus and Kent, Ohio. In addition to these team-taught, transnational videoconferenced sessions, we each hold discussions with our respective groups of students in order to provide an opportunity for these future teachers to think about the ideas and ideals that emerged during our videoconference.
Despite marked differences in their life experiences, nationality, and sociocultural norms and values, we continue to find that both groups of preservice teachers tend to ascribe to mainstream notions of teaching. Mainstream notions of teaching tend to construct successful teaching as the delivery of prescribed, observably measurable goals and students’ ability to explicitly align their answers to reflect the same goals. Although this ends-means way of teaching has been soundly critiqued epistemologically, pedagogically and empirically, it remains the driving force in educational policy both in the United States and Cyprus.
Despite marked differences in their life experiences, nationality, and sociocultural norms and values, we continue to find that both groups of preservice teachers tend to ascribe to mainstream notions of teaching. Mainstream notions of teaching tend to construct successful teaching as the delivery of prescribed, observably measurable goals and students’ ability to explicitly align their answers to reflect the same goals. Although this ends-means way of teaching has been soundly critiqued epistemologically, pedagogically and empirically, it remains the driving force in educational policy both in the United States and Cyprus.
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Current version published in the Annual Yearbook of the Philosophy of Education Society (2015). An updated version of this essay based on both feedback from my respondent Gert Biesta and comments from colleagues Vanessa Andreotti and Sam... more
Current version published in the Annual Yearbook of the Philosophy of Education Society (2015). An updated version of this essay based on both feedback from my respondent Gert Biesta and comments from colleagues Vanessa Andreotti and Sam Rocha as well as the evolution of my own thoughts about these ideas will be part of a forthcoming book on the intersection of sound studies and educational theory, method, and practice.
Research Interests: Critical Theory, Ontology, Education, Teacher Education, Curriculum Studies, and 13 moreUrban Education, Soundscape Studies, Sound studies, Curriculum Theory, Sensory, Affect Theory, Educational Philosophy, Anthropology of the Senses, Affect Studies, Sensory Ethnography, Affect (Cultural Theory), Sound Art, and Sensory Studies
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To celebrate the 20th anniversary of Qualitative Inquiry (QI), we write about the ongoing hegemony of the ocular in research and toward a more multisensory, and aural, embodied inquiry. Sonic inquiry is attention and intention as... more
To celebrate the 20th anniversary of Qualitative Inquiry (QI), we write about the ongoing hegemony of the ocular in research and toward a more multisensory, and aural, embodied inquiry. Sonic inquiry is attention and intention as meta/physical and socially embodied processes without ignoring the body or separating the mind from body or material-physical and social worlds. This article is about acknowledging that sounds and silences have always shaped (research/er) possibilities, as well as what hearing research futures might offer.
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This article considers and questions Gayatri Chakravorty Spivak’s introductory chapter of Aesthetic Education in an Era of Globalization. It is an introduction that is designed in many ways as a means to read across, in between, and... more
This article considers and questions Gayatri Chakravorty Spivak’s introductory chapter of
Aesthetic Education in an Era of Globalization. It is an introduction that is designed in many
ways as a means to read across, in between, and against the central points raised throughout
the work. Here, as she does throughout the book, Spivak works to ab-use globalizing
oppression epistemologically to note how the aesthetic can interrupt local and less local though
no less impactful double-binds. For Spivak, this is a hope that is without hope that expresses
how a messy, unresolved and sensual imaginary can work with a similarly unresolvable
complex combination of subalterity to push back at rationalized reductionism. The author then
notes some of the ways in which Spivak’s arguments speak to contemporary contexts for P-12
education in the United States, followed by the consideration of some possible educational
counterpoints and a sensual critique. Rather than undermine the strength of Spivak’s
arguments, this commentary is offered in support of her very important project, attention and
use of the aesthetic to combat the marginalizing forces of globalization.
Aesthetic Education in an Era of Globalization. It is an introduction that is designed in many
ways as a means to read across, in between, and against the central points raised throughout
the work. Here, as she does throughout the book, Spivak works to ab-use globalizing
oppression epistemologically to note how the aesthetic can interrupt local and less local though
no less impactful double-binds. For Spivak, this is a hope that is without hope that expresses
how a messy, unresolved and sensual imaginary can work with a similarly unresolvable
complex combination of subalterity to push back at rationalized reductionism. The author then
notes some of the ways in which Spivak’s arguments speak to contemporary contexts for P-12
education in the United States, followed by the consideration of some possible educational
counterpoints and a sensual critique. Rather than undermine the strength of Spivak’s
arguments, this commentary is offered in support of her very important project, attention and
use of the aesthetic to combat the marginalizing forces of globalization.
Research Interests:
Drawing from their respective work at the intersection of music and science, the co-authors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based... more
Drawing from their respective work at the intersection of music and science, the co-authors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based science education (IBSE) and scientists better convey their ideas to others. Of equal importance, the processes of music making can provide students a means to experience another central aspect of IBSE, the liminal ontological experience of being utterly lost in the inquiry process. This piece is also part of burgeoning studies documenting the use of the arts in STEM education (STEAM)
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This collaborative piece represents one of the first iterations of a methodological possibility called sounded narratives. It is also a performative piece of sound/art, a narrative about a poet and his voice, stories that are as much... more
This collaborative piece represents one of the first iterations of a methodological possibility called sounded narratives. It is also a performative piece of sound/art, a narrative about a poet and his voice, stories that are as much about himself as they are about curricular possibilities and the power of art. Based on a pair of over two-hour interview sessions before and after surgery to remove a large malignant esophageal mass, this piece of art/scholarship is one interpretation of a poet who beat cancer and became a squeak. It is a reminder of the possibilities of stories, the strength of the human spirit, the always-there potential for any experience to be educational, and of the importance of listening.
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This article examines the theoretical, methodological, and practical possibilities of sound for qualitative research. Moving from an understanding that sounds are a form of vibrational affect, the author argues that sound can be... more
This article examines the theoretical, methodological, and practical possibilities of sound for qualitative research. Moving
from an understanding that sounds are a form of vibrational affect, the author argues that sound can be articulated
as resonance and knowledge in ways that are significant to human experiences of sensation and signification. These
conceptualizations of sound are then used to articulate processes of data collection, analysis, and representation for a
sounded methodological practice called sonic ethnography. In keeping with the tone and tenor of this special issue and the
developing field of sound studies, the third section considers whether sounds need to be categorized as “data” to be of
value to qualitative researchers. A final brief section describes the construction and sounds presented in the accompanying
sound/work that serves as a performative example of how sounded representations of sonic ethnography can function in
practice. The associated sound/work can be found here: https://soundcloud.com/vibrationalaffect/gershon.
from an understanding that sounds are a form of vibrational affect, the author argues that sound can be articulated
as resonance and knowledge in ways that are significant to human experiences of sensation and signification. These
conceptualizations of sound are then used to articulate processes of data collection, analysis, and representation for a
sounded methodological practice called sonic ethnography. In keeping with the tone and tenor of this special issue and the
developing field of sound studies, the third section considers whether sounds need to be categorized as “data” to be of
value to qualitative researchers. A final brief section describes the construction and sounds presented in the accompanying
sound/work that serves as a performative example of how sounded representations of sonic ethnography can function in
practice. The associated sound/work can be found here: https://soundcloud.com/vibrationalaffect/gershon.
Research Interests:
Research Interests: Ontology, Ethnography, Qualitative methodology, Urban Education, Sound studies, and 7 moreQualitative Research, Qualitative Research, Affect Theory, Sensory Ethnography, Sonic Studies, Sensory Studies, and Urban Education, Critical Theory/Pedagogy, Critical Literacies, Youth Culture, Hip Hop Culture, Curriculum & Development
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"This article troubles constructions of ‘at-risk students.’ Utilizing Rancière’s discussion of dissensus, the author first argues that what is at risk are not students but contemporary common sense notions of schooling. From this... more
"This article troubles constructions of ‘at-risk students.’ Utilizing Rancière’s discussion of dissensus, the author first argues that what is at risk are not students but contemporary common sense notions of schooling. From this perspective, students’ labeled as ‘at risk’ ways of knowing and being that interrupt ideas and ideals about the purpose and function of schooling. In order to make this argument, the author links Rancière and others’ discussions of the importance of dissensus to questions of sense-making, the dangers of resonance in consensus, and the possibilities in the dissonance of dissensus. These assertions are then further complicated by the assertion that education is a necessarily risky endeavor and that all students should be placed at risk of learning. Understanding all students as at risk is significant as it simultaneously provides a space for students’
complex constellations of identity to be treated with dignity in learning experiences and creates a less punitive context in which differences are less likely to be conceptualized as deficits."
complex constellations of identity to be treated with dignity in learning experiences and creates a less punitive context in which differences are less likely to be conceptualized as deficits."