The purpose of this text is to elicit discussion, reflection, and
action specific to pedagogy within education, especially higher
education, and circles of experiential learning, community
organizing, conflict resolution and youth empowerment work.
Vulnerability itself is not a new term within education; however
the pedagogical imperatives of vulnerability are both
undertheorized in educational discourse and underexplored in
practice. This work builds on that of Edward Brantmeier in
Re-Envisioning Higher Education: Embodied Pathways to Wisdom and
Transformation (Lin, Oxford, & Brantmeier, 2013). In his
chapter, "Pedagogy of vulnerability: Definitions, assumptions, and
application," he outlines a set of assumptions about the term,
clarifying for his readers the complicated, risky, reciprocal, and
purposeful nature of vulnerability, particularly within educational
settings. Creating spaces of risk taking, and consistent mutual,
critical engagement are challenging at a moment in history where
neoliberal forces impact so many realms of formal teaching and
learning. Within this context, the divide between what educators,
be they in a classroom or a community, imagine as possible and
their ability to implement these kinds of pedagogical possibilities
is an urgent conundrum worth exploring. We must consider how to
address these disconnects; advocating and envisioning a more
holistic, healthy, forward thinking model of teaching and learning.
How do we create cultures of engaged inquiry, framed in
vulnerability, where educators and students are compelled to ask
questions just beyond their grasp? How can we all be better
equipped to ask and answer big, beautiful, bold, even uncomfortable
questions that fuel the heart of inquiry and perhaps, just maybe,
lead to a more peaceful and just world? A collection of
reflections, case studies, and research focused on the pedagogy of
vulnerability is a starting point for this work. The book itself is
meant to be an example of pedagogical vulnerability, wherein the
authors work to explicate the most intimate and delicate aspects of
the varied pedagogical journeys, understandings rooted in
vulnerability, and those of their students, colleagues, clients,
even adversaries. It is a work that "holds space."
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