Diffractive memory-stories and response-activeness in teaching social justice

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.

Citation

Müller, M., Le Roux, A., & Kruger, F. (2022). Diffractive memory-stories and response-activeness in teaching social justice. Discourse, 43(6), 821-836. https://doi.org/10.1080/01596306.2021.1902944

• Journal Article Type: Article
• Acceptance Date: Mar 5, 2021
• Online Publication Date: Mar 22, 2021
• Publication Date: 2022
• Deposit Date: Aug 2, 2022
• Publicly Available Date: Sep 23, 2022
• Journal: Discourse: Studies in the Cultural Politics of Education
• Print ISSN: 0159-6306
• Electronic ISSN: 1469-3739
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 43
• Issue: 6
• Pages: 821-836
• DOI: https://doi.org/10.1080/01596306.2021.1902944
• Public URL: https://nottingham-repository.worktribe.com/output/9581812
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/01596306.2021.1902944
• Additional Information: This article was published online while I was employed at the University of the Free State, South Africa.