Abstract
This paper proposes a pedagogics of responsible relation that responds to the metacrisis by cultivating an ethical, embodied engagement across difference. The metacrisis can be characterized as the entangled crises of geopolitical tensions, existential threats, environmental concerns, economic precarity, and social inequality. Amid this backdrop, it becomes urgent to complicate the purpose of education in addressing these wicked problems as well as the attendant project of alterity. I draw on the works of María Lugones, Enrique Dussel, and João Paraskeva to theorize an embodied itinerant ethical education that radically traverses incommensurable worlds and toxic archives. This itinerant posture frames a response-ability for the Other by being a critical witness to diverse social and cultural orthographies. This ethics necessarily deterritorializes hegemonic knowledge and practice to conjure a life that surrenders, not submits, to a newfound discovery of self and interdependence. Throughout the paper, I interpolate my experiences as a teacher educator at a university in facilitating pedagogical conditions that help aspiring teachers transgress sentimentality and ornamental empathy for others. Participants will learn about the challenges and possibilities of enacting a pedagogics of responsible relation as a heuristic towards mutual recognition and social justice.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Pedagogy, Diversity, Decolonial, Ethics, Education
