Abstract
Within the deeply subjective space of post-secondary classrooms where art is both subject and praxis, canon and methodology frequently converge to reproduce asymmetrical systems of power. The disruption of these systems is arduous and rewarding work, work that requires a committed consortium of students, teachers and extended community. My teaching practice is a pedagogy of justice that uses divergent source material to challenge participants to interrogate the historical, political, and cultural components of their frameworks of analysis and those at play in the material at hand. Within the intellectually rigorous learning environment that my pedagogy of justice requires, I aim to teach students to enrich their thinking and communicative skills through critical self-reflexivity. This is risky business. It asks students and teachers to look closely at their moorings and at times to untie systems of meaning-making that have held together their worldviews for a long time.
Published Version
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