has filmHow could anthropology trigger non-hierarchical attitudes towards education? Could we let go of the teacher-student divisions? As well as academic and non-academic ones?
Leticia Nagao
(Malmö University)
Contribution description:
How come we live in a post-critical pedagogy and post ontological turn world yet still resort to hierarchical role divisions (us/ them, teachers/students, academics/non-academics, old/new generations) and educative practices anchored in ideas of expertise that may be detrimental to plurality?
Paper long abstract:
"How dangerous those who've understood the codes become when faced with those who haven't." (Pennac, 2010: 94)
"Awakening to love can happen only as we let go of our obsession with power and domination." (hooks, 2001: 87)
We must dare in the full sense of the word, to speak of love without the fear of being called ridiculous, mawkish, or unscientific, if not antiscientific. (Freire, 1998:3)
I would like to engage in this discussion not only by seconding the need to converse more with pedagogical perspectives but also by questioning the identities of authority we still enact (or not?) in research and pedagogical practices within and beyond classrooms and universities. How could we challenge or how have we been challenging both educational and anthropological orthodoxy by acting differently in our everyday pedagogical encounters, conversations or classrooms - letting go of forms of authority, filiations to traditions and validation?
Rita Laura Segato, in her work 'counter-pedagogies of cruelty', advocates for ethnographic and educational practices that escape a logic of domination and epistemic injustice. By introducing her thoughts and a Levinasian approach to alterity, I would like to invite the participants to share aspects of their own pedagogical practice to help us imagine and live more encounters of epistemic love.
Accepted Contribution:
Contribution description:
Paper long abstract:
"How dangerous those who've understood the codes become when faced with those who haven't." (Pennac, 2010: 94)
"Awakening to love can happen only as we let go of our obsession with power and domination." (hooks, 2001: 87)
We must dare in the full sense of the word, to speak of love without the fear of being called ridiculous, mawkish, or unscientific, if not antiscientific. (Freire, 1998:3)
I would like to engage in this discussion not only by seconding the need to converse more with pedagogical perspectives but also by questioning the identities of authority we still enact (or not?) in research and pedagogical practices within and beyond classrooms and universities. How could we challenge or how have we been challenging both educational and anthropological orthodoxy by acting differently in our everyday pedagogical encounters, conversations or classrooms - letting go of forms of authority, filiations to traditions and validation?
Rita Laura Segato, in her work 'counter-pedagogies of cruelty', advocates for ethnographic and educational practices that escape a logic of domination and epistemic injustice. By introducing her thoughts and a Levinasian approach to alterity, I would like to invite the participants to share aspects of their own pedagogical practice to help us imagine and live more encounters of epistemic love.
Anthropology as education
Session 1