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ERIC Number: ED527250
Record Type: Non-Journal
Publication Date: 2009
Pages: 212
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-7257-5
The Unbelievable Truth and the Dilemmas of Ignorance: Rethinking Student Resistance in Social Justice Education
Logue, Jennifer Lynn
ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign
My research explores some of the challenges involved in coming to think critically about the ways in which injustices of the past play themselves out in the present in social justice teacher education. I examine obstacles involved in coming to understand how each and everyone of us is (albeit in different ways) complicit in ongoing social and global injustice, and, more specifically, how we often we fail to see ourselves as such. I argue that three core concepts of social justice educational theory--resistance, privilege, and ignorance--are insufficiently complex and draw on psychoanalytic and anticolonial theory to show how more dynamic conceptions of each can help to alleviate much of the anger, frustration, and resentment that circulates in social justice teacher education classrooms and literature. I call for a pedagogy of epistemic audacity that works towards disarming defense and recovering the pleasure to be had in taking responsibility. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States