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Title:The Unbelievable Truth and the Dilemmas of Ignorance: Rethinking Student Resistance in Social Justice Education
Author(s):Logue, Jennifer Lynn
Doctoral Committee Chair(s):Mayo, Cris
Department / Program:Educational Policy Studies
Discipline:Educational Policy Studies
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Social Sciences
Abstract:My research explores some of the challenges involved in coming to think critically about the ways in which injustices of the past play themselves out in the present in social justice teacher education. I examine obstacles involved in coming to understand how each and everyone of us is (albeit in different ways) complicit in ongoing social and global injustice, and, more specifically, how we often we fail to see ourselves as such. I argue that three core concepts of social justice educational theory---resistance, privilege, and ignorance---are insufficiently complex and draw on psychoanalytic and anticolonial theory to show how more dynamic conceptions of each can help to alleviate much of the anger, frustration, and resentment that circulates in social justice teacher education classrooms and literature. I call for a pedagogy of epistemic audacity that works towards disarming defense and recovering the pleasure to be had in taking responsibility.
Issue Date:2009
Type:Text
Language:English
Description:189 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.
URI:http://hdl.handle.net/2142/80121
Other Identifier(s):(MiAaPQ)AAI3392200
Date Available in IDEALS:2015-09-25
Date Deposited:2009


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