The practice of multicultural scaffolding, offering more information about an author’s marginalized identity, is frequently offered as the solution to challenging social justice discussions in the classroom. However, this type of scaffolding presupposes that intricate knowledge of another person's subjectivity is required for ethical classroom behavior. I argue, instead, that students are able to handle difficult topics with care if we train them to better work with the unintelligibility of others’ experiences. In an effort to reorient my classroom towards this engagement with unintelligibility, I have developed a framework called deep-end teaching, which encourages students to engage sensitive topics with a delicate balance of confidence and humility.

中文翻译：

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离开脚手架，进入深渊

多元文化脚手架的做法，提供更多关于作者边缘化身份的信息，经常被提供作为挑战课堂上社会正义讨论的解决方案。然而，这种类型的脚手架预设了道德课堂行为需要对他人主观性的复杂知识。相反，我认为，如果我们训练学生更好地处理他人难以理解的经历，他们就能够小心处理困难的话题。为了让我的课堂重新适应这种难以理解的参与，我开发了一个称为深度教学的框架，它鼓励学生在自信和谦逊的微妙平衡下参与敏感话题。