Consent as Pedagogy: A Duoethnographic Dream-Mapping Inquiry Into the (Im)Possibilities of Consent in K–20 Schools

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Queer Shifts in Theory Methods and Generational Dialogues (Table 19)

Abstract

This paper outlines findings from a duoethnographic (Sawyer & Norris, 2012) dream-mapping project (Author, forthcoming), where we, two educator-researchers reflect on how consent was absent in our K-20 experiences and restory (Coleman, 2020; Thomas & Stornaiuolo, 2016) consent as a pedagogical framework. Through dialoguing and creating dream-maps, we imagine consent as an anticolonial, antiracist, queer/trans, femme-inist, crip, and mad logic. Based on our experiences as white settler queer/lesbian chronically-ill, mad trauma survivors, we linger in the grey space of consent (the dissociating impact of trauma on the bodymind) and understand consent as pedagogy, or as a practice of teaching people how to safely be in their bodies in order to be in non-violent community with others (Brown, 2019).

Authors

• Lindsay Cavanaugh, University of Toronto
  Presenting Author

• JJ Wright, MacEwan University
  Presenting Author