Abstract

Beginning with a storied moment of encounter at an academic conference in which several scholars confidently asserted the need to “humanize those who have been dehumanized”, I engage in autobiographical narrative inquiry into my tensions with this seemingly “common sense” pedagogical belief and curricular approach. I do so by interweaving my stories of experiences as a teacher educator, intergenerational survivor of Palestinian displacement, mother to a dis/abled child, and Canadian Muslim woman in hijab who is all too familiar with a condescending pity of those who project their stories of me—of who they believe me to be and what they believe my experiences to be—upon me. I also draw upon the work and ideas of curriculum, feminist, and cultural scholars and theorists to illuminate how teaching for the humanization of Others can impose borders within and between relational selves in the making. I invite other teacher educators and teachers—including those from within familial curriculum-making worlds—to imagine how we might co-compose what I have come to understand as a curriculum of Rahma alongside children, youth, families, caregivers, colleagues, and others within and across the many places we co-compose curriculum.

摘要

从在学术会议上遇到的一个传奇时刻开始，其中几位学者自信地断言需要“使那些被非人化的人人性化”，我用这种看似“常识”的教学信念和课程方法对我的紧张关系进行了自传式叙事调查. 我通过将我作为教师教育家、巴勒斯坦流离失所的代际幸存者、残疾/残疾儿童的母亲以及戴头巾的加拿大穆斯林妇女的经历交织在一起，她对那些投射他们的故事的人的居高临下的怜悯非常熟悉。我——他们相信我是谁，他们相信我的经历是什么——在我身上。我还借鉴了课程、女权主义、以及文化学者和理论家，以阐明为他人进行人性化的教学如何在正在形成的关系自我内部和之间施加边界。我邀请其他教师教育者和教师——包括那些来自家庭课程制定领域的教师——想象我们如何共同编写我所理解的课程在我们共同编写课程的许多地方内外，Rahma与儿童、青年、家庭、照顾者、同事和其他人一起。