Pedagogical Experiments: Course Analysis

During the course of this semester, I attended a significant scholars lecture series about Pedagogical experiments in mobilizing Social Justice with/out the Modern Subject. This talk was held by the Social Justice institute with Dr. Vanessa de Oliveria Andreotti who specializes in Canadian Research in Race, Inequalities and Global Change, Dr Denise Ferreira Da Silva who teachers at the GRSJ institute and Sharon Stein, a PhD student in the Educational Studies department. Three spectacular women with a very interesting lecture title. What I found captivating right off the bat was how they will come about mobilizing Social Justice “with/out” the modern subject. The emphasis on the second part of the lecture title was something I found very different …show more content…
These three women all have a shared vision and desire to put into sustained pedagogical practice. Sharon starts the talk with a Rationale which proves how it lead them to their course development. In the first five minutes of the talk, I was already given a convincing reason to why the course would be beneficial and interesting to a student like myself who studies critically in gender, race, sexuality and social justice. She states that the course they propose is designed to prepare students to examine and address the sources of intersectional violences. Entanglement is a term that is thoroughly used in the lecture and how entanglement in this pedagogical approach functions as a methodological tools that teaches the effects of intersectional violences by denaturalizing the separation that they presume. By teaching against violence, it makes two interconnected moments. Entanglement on one hand allows an approach that denaturalizes intersectional violence which in other words, means that entailment would simply make intersectional violence unnatural. They propose to draw student’s attentions to how desires are allocated. I like this approach because instead of imparting knowledge and info relating to what students desire, their approach teaches us how this allocation can lead to …show more content…
The “gap” that Vanessa speaks about the pedagogical experiments shown do not represent or describe or creating reality, but mobilizing different relationships we can have with knowledge, language and with reality itself. The first pedagogical mapping shows theories of change which starts from the Soft Reform which I really appreciated. Vanessa says the Soft Reform is to make the same world a little bit better through personal transformation and individual action for example, recycling. In the Radical Reform however is to make the same world a lot better by including more people, voices and perspective in collective action. Instead of recycling, we are reducing. The last reform is called Beyond Reform which is to disinvest in the current unsustainable world and to walk with others into the possibility of new worlds which ultimately mens to imagine the impossible. I found this map very important because this represents the stories we can talk about though this linear process of knowledge. They adapt a new teaching style to the classroom where students are able to drive their own limits and much like the third stage of mapping one, to go beyond their limits and reform in a social, political and economic