When should instructors encourage students to work across ideological differences and within unjust institutional structures in order to affect change? What are the dangers and challenges inherent in working across seemingly intractable differences in the community? And what is the value of such a pedagogical approach? The scholarship on feminist pragmatism, wicked problems, and democratic deliberation offers a set of tentative answers — a means forward — for instructors wrestling with these questions. In this article, Danielle Lake argues that the integrated application of insights from thinkers such as John Dewey and Jane Addams provides instructors with flexible tools that can empower students and foster place-based systemic change. The recommendations presented here emerge through the integration and the application of their philosophical ideas in place-based community engagement efforts with undergraduate students. In place of prescriptions or standardized formulas, Lake presents tentative observations, piecemeal strategies, and practical tools. In particular, she emphasizes the need for mutuality and reciprocity, narrative and perplexity, relationship building and cooperative action, as well as the expansion of our ethical framework in community-based learning practices. Instructors could, for instance, do more to invite others in — and to get out of — the classroom, to broaden their scope, to engage dialogic tools, and to privilege relationships. Collaborative, tolerant activism can create critical spaces for engaging the tension within difference, supporting reflexive action subject to comprehensive oversight. By exploring the value of a hybrid feminist pragmatist approach to engaging across divisions, as well as its dangers and challenges, Lake ultimately offers strategies for mutual and transformational change. Dramatic and systemic change always begins with “critical connections.”

中文翻译：

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跨越棘手的分歧：为什么，何时以及如何与教育工作者合作？

讲师应何时鼓励学生跨意识形态差异和在不公正的制度结构内工作以影响变革？克服社区中似乎难以解决的分歧固有的危险和挑战是什么？这种教学方法的价值何在？关于女权主义实用主义，邪恶问题和民主审议的奖学金，为那些为解决这些问题而苦恼的教官们提供了一套初步的答案-一种前进的途径。在本文中，丹妮尔·莱克（Danielle Lake）认为，约翰·杜威（John Dewey）和简·亚当斯（Jane Addams）等思想家的见解的综合应用为教师提供了灵活的工具，这些工具可以增强学生的能力并促进基于场所的系统性变革。这里提出的建议是通过将他们的哲学思想整合并应用到与大学生进行基于位置的社区参与活动中而得出的。Lake代替处方或标准公式，提供了初步的观察，零散的策略和实用的工具。她特别强调需要互惠互利，叙事和困惑，建立关系和采取合作行动，以及在基于社区的学习实践中扩大我们的道德框架。例如，讲师可以做更多事情来邀请其他人进入教室或离开教室，扩大他们的范围，使用对话工具并建立特权关系。协作，宽容的行动主义可以创造关键的空间，以使差异之间的紧张关系得到解决，支持受到全面监督的反思行动。通过探索混合女权主义实用主义方法在跨部门参与中的价值以及它的危险和挑战，莱克最终提供了实现相互和变革的战略。戏剧性和系统的变化总是始于“关键的联系”。