Abstract
ABSTRACT This paper considers a social justice teacher education (SJTE) course that is intellectually and emotionally demanding, time-poor, and yet aimed at generating relations of reparative coexistence. Interspersed with feminist testimony, the article exposes intensities of course facilitation as a female academic at a sandstone university amidst: 1) a worldwide rise in ‘anti-woke’ populism, and 2) a higher education (HE) sector that is epistemically hostile. Combining the concepts of affective infrastructure and discomfort, the paper develops a genealogy of Australian HE as a backdrop for analysis. Within this field, bodies are affected by and affect discomforting pedagogical encounters. The paper argues that SJTE is crucial work that is carried unevenly and that alongside honing the affective craft of SJTE, awareness be raised concerning ways in which HE institutions make this work harder and riskier for some. Affective solidarities are offered as one means of ‘staying with’ the unavoidable discomforts.
Published Version
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