Abstract
This is a writing story about normalizing, not knowing for sure, and therefore an attempt to explore what might constitute a pedagogy of insecurity, ultimately beginning to think about what a riskful pedagogy and/or riskful thinking and teaching might imply. Democracy and social justice are at stake. It is about always questioning authority but never taking authority away from anybody. Thus it is an attempt, an example, or writing towards a deauthorized and double(d) perspective of both research and reform in schools. It is a messy text trying to create more, however, not running to meet anybody. It is an argument for turning us all into language workers, and society into a language society, rather than the knowledge workers and the knowledge society we predominantly speak of today.
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