Living an (Intergenerational) Curriculum of Rahma: Re/Telling De/Humanizing Stories

• In Event: Bearing Witness: Toward an Ontology and Epistemology of Experiential Curriculum

Abstract

Grounding this paper in my embodied knowledge (Waheed, 2013, 2014; Wynter, 1989, 2003) as a Muslim woman, mother, educator, and scholar (Author, 2017, 2019), I explore the roots of my discomfort with a storied experience of the need to teach for humanization (of Others). Beginning with a storied moment of experience at a conference for social studies teacher educators, in which several participants confidently asserted that “we need to humanize those who have been dehumanized,” I engage in autobiographical narrative inquiry (Clandinin & Connelly, 2000; Kubota et al., 2015; Author et al., 2014) into my tensions with this seemingly common sense (Kumashiro, 2004), but profoundly problematic, pedagogical belief and curricular approach.

Author

• Muna Saleh, Concordia University - Edmonton