Narration, Place, and the Social
Chapter 6. Practice Makes Practice in Education: Pedagogy, Policy, and Research
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PRACTICE MAKES PRACTICE IN EDUCATION: PEDAGOGY, POLICY, AND RESEARCH
The last decade has been marked by resource wars, economic crises, and increasing ecological disaster that exacerbate racial divisions, legacies of colonization, and global migration patterns. This is the complex and rapidly shifting milieu in which the millennial generation is coming of age, trying to make sense of their own agency and obligations in a world of deepening inequality, diminished expectations, and perpetual crisis. We have suggested that in part, necessary responses involve shifts in cultural structures of feeling through the building and strengthening of alternative shared narratives and practices. We have not, nor would we wish to, propose exactly what such emergent cultures might look like (Williams, 1961; see also McKenzie, 2008). However, we can point to particular ethical imperatives in shaping the emergent. As Karen Barad (2012) wrote,
Responsibility, then, is a matter of the ability to respond. Listening for the response of the other and obligation to the other, who is not entirely separate from what we call the self. This way of thinking ontology, epistemology, and ethics together makes for a world that is always already an ethical matter. (p. 69)
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