Rethinking Pedagogies of Resistance, Reversing the Spectacle of Disaster as an Object of Inquiry

Session Type: Paper Session

Abstract

Disaster as a space of inquiry rarely extends beyond the temporal and spatial boundaries of the event, thus fetishizing trauma as a momentous spectacle. Such an orientation has a tendency of centering knowledge production on the event as disaster and leaves little room in which to critically engage across those bounded spectacles. This session draws together dynamic panelists who engage in with resistive curriculum practices that engage pedagogical possibilities of the aftermaths around and beyond the spectacle of disasters.

Sub Unit

• Division B - Curriculum Studies

Chair

• Lisa (Leigh) Patel, Boston College

Papers

• Critical Lens of La Frontera: Educator Perceptions of Their Bilingual Students' Lived Experiences of Border Violence in South Texas and Mexico - Edith Espinosa Trevino, The University of Texas - Brownsville

• Crisis as Ritual: Service Learning and the Maintenance of Colonialism - Megan Snider Bailey, The University of Alabama

• Trauma, Violence, and the Paradox of Public Pedagogy: Decolonizing the Human Rights Museum - Brenda M. Trofanenko, University of Illinois