On the Lives and Education of Children
Edited By Paul L. Thomas, Paul R. Carr, Julie A. Gorlewski and Brad J. Porfilio
Chapter Ninteen: A Critical Pedagogy of Care and Respect: What Queer Literacy Pedagogy Can Teach Us About Education for Freedom
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A Critical Pedagogy OF Care AND Respect
What Queer Literacy Pedagogy Can Teach Us About Education for Freedom
CAMMIE KIM LIN
If we are seriously interested in education for freedom as well as for the opening of cognitive perspectives, it is also important to find a way of developing a praxis of educational consequence that opens the spaces necessary for the remaking of a democratic community. For this to happen, there must of course be a new commitment to intelligence, a new fidelity in communication, a new regard for imagination. It would mean fresh and sometimes startling winds blowing through the classrooms of the nation. It would mean the granting of audibility to numerous voices seldom heard before and, at once, an involvement with all sorts of young people being provoked to make their own the multilinguality needed for structuring of contemporary experience and thematizing lived worlds.
—MAXINE GREENE, THE DIALECTIC OF FREEDOM, 1988
When, in the late 1990s, I began my career as middle-school English language-arts teacher at a public school in Brooklyn, New York, I found the writings of critical educators such as Maxine Greene and Paulo Freire inspiring in the face of the challenges of beginning teaching. Indeed, in graduate school, I was fortunate enough to take a “class” with the late Maxine Greene. We students were invited to her home. It was a Sunday morning in early...
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