ABSTRACT We outline critical grief pedagogy as a Mad feminist response to the silencing of loss that often occurs in academic spaces. This pedagogical framework creates openings for students to “break open the bone” of their own and others’ losses, particularly through community-engaged learning and research. Using collaborative autoethnography, in this essay we (a professor and her mentees) explore our experiences working with the Scraps of the Heart Project—a community-based research collective focused on empowering families following the loss of a baby—to understand student learning outcomes that were born from our engagement with critical grief pedagogy. Our collective narratives revealed that these learnings included: gaining compassionate communication skills, embracing and unpacking failure as a method of mourning, becoming empowered and empowering others to share their stories of loss, and building a community of Mad grievers. We put these learning outcomes into conversation with cultural discourses surrounding pedagogical and academic norms. Additionally, we offer insight into how loss and mourning can be invited into the classroom so that students learn to engage grief critically, meaningfully, and Madly—and to learn important communicative skills along the way.

中文翻译：

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狂骨：关键悲痛教育学的学习成果

摘要 我们将批判性悲伤教学法概述为一种疯狂的女权主义对学术空间中经常发生的失落沉默的回应。这种教学框架为学生创造了机会，让他们“打破骨头”，了解自己和他人的损失，特别是通过社区参与的学习和研究。在这篇文章中，我们（一位教授和她的学员）使用协作自主民族志探索了我们与心脏碎片项目合作的经验——一个基于社区的研究集体，专注于在失去婴儿后赋予家庭权力——以了解学生的学习成果诞生于我们对批判性悲伤教育的参与。我们的集体叙述表明，这些学习包括：获得富有同情心的沟通技巧，将失败作为哀悼的一种方法，获得授权并授权他人分享他们的失落故事，并建立一个疯狂的悲伤者社区。我们将这些学习成果与围绕教学和学术规范的文化话语进行对话。此外，我们深入了解如何将失去和哀悼引入课堂，以便学生学会批判性地、有意义地和疯狂地参与悲伤，并在此过程中学习重要的沟通技巧。