ABSTRACT

Despite developing curriculum for a youth organization with which I have a long history, it was not until a 7-hour videocall that it occurred to me that “witnessing” might be part of its pedagogy. Something important about bearing witness to the members and their baring witness (confessing their thoughts to us), seemed to be afoot, and I wanted to contemplate with staff what intentional witnessing asks of and offers youth and facilitators. What tools and techniques are being employed? What can we learn from witnessing as pedagogy about nurturing the educational excellence of BIPOC and LGBTQ youth in an out-of-school space? This article lifts up ideas about witnessing as pedagogy explored during gatherings with Black and Latinx women staff working directly with youth through theorizing bearing/baring witness and by describing how educational excellence is cultivated by the organization.

摘要

尽管我为一个有着悠久历史的青年组织制定了课程，但直到7个小时的视频通话后，我才意识到“见证”可能是其教学法的一部分。趣谈重要见证的成员和他们的霸菱证人（向他们承认他们的想法）似乎已经在进行中，我想与工作人员一起考虑有意目击者提出的要求，并为青年和协助者提供帮助。正在使用哪些工具和技术？从作为教学法的目击教育中，我们可以学到关于在校外空间中培养BIPOC和LGBTQ青年的卓越教育的中学到什么？本文通过与有证人/裸露证人有关的理论，并描述了组织如何培养卓越的教育经验，与黑人和拉丁裔女性员工在与青年直接合作的聚会中探索了作为教学法的证人观念。