Bad Teachers, Riotous Pedagogies: Possibilities and Consequences of Refusing the System

Session Type: Symposium

Abstract

This session explores the possibility of seeing teachers labeled “at-risk” or “bad” in desirable, rather than disciplinary, ways. Where others have refuted the vilification of "bad" teachers or pedagogies (e.g. Kumashiro, 2015), papers in this session take playful approaches to thinking with the productive potential of badness. In doing so, we aim to demonstrate what teachers do to study, resist, embody, and negotiate the roles of badness. To imagine and construct different possible educational futures rooted in anticapitalist, anticolonial racial justice, it may be fundamental to think about how solutions coded in good or bad terms can limit what we are able to imagine, reflect on, and create.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 04: Transformative Justice in Teaching and Teacher Education

Chair

• Jordan Corson, Stockton University

Papers

• How to Cheat on a Standardized Exam: An Essay for Teachers - Jordan Corson, Stockton University

• Bad Cyborg: Teacher Navigations of Neoliberal Mechanization at No-Excuse Charter Schools - Bianca Licata, San Francisco State University

• Leaving Dolls Behind and Deflecting Bullets: Decategorizing Children’s Play Through an Intersectional Approach - Laurie M. Rabinowitz, Skidmore College; Sophie Aimeng Levy, Skidmore College; David Salinas, Skidmore College

• Best Practices, Modernity/Coloniality, and the Pedagogies of Language - Andrea Lira, Universidad de Magallanes

Discussant

• Tran Templeton, Teachers College, Columbia University