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

M�ller, Marguerite; Le Roux, Adr�; Kruger, Frans

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Marguerite M�ller

Adr� Le Roux


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.


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

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
Public URL
Publisher URL
Additional Information This article was published online while I was employed at the University of the Free State, South Africa.


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