ABSTRACT

This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more response-active social justice curricula and pedagogy. The concept of nested-time informs our diffractive narrative as we engage with our experiences and becomings in a non-linear and collaborative way. We use the concept of shared responsibility as an intermezzo to memories of discomfort, emotions of guilt, self-doubt, messiness, frustration, and complexity and the way these might help us to think and act differently. The diffractive memory-stories thus create possibilities for response-activeness as we imagine new responses and actions against social injustices and sufferings in our classrooms and in our communities.

摘要

本文介绍了一种基于艺术的衍射叙事，这种叙事源于我们在参与社会正义和教育多样性教学方面的主观性和记忆性工作的回归。通过内部行动，我们探索了主观性和记忆的纠缠，以寻求更多响应积极的社会正义课程和教学法的不同可能性。当我们以非线性和协作的方式参与我们的经历和变化时，嵌套时间的概念为我们的衍射叙事提供了信息。我们使用共同责任的概念作为对不适、内疚情绪、自我怀疑、混乱、沮丧和复杂性的记忆的插曲，以及这些可能帮助我们以不同方式思考和行动的方式。