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ERIC Number: EJ1107077
Record Type: Journal
Publication Date: 2016
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-8034
EISSN: N/A
"I Can't Relate": Refusing Identification Demands in Teaching and Learning
Barnard, Ian
CEA Forum, v45 n1 p51-77 Win-Spr 2016
In literature, composition, and other areas of English Studies, relateability can be an important tool to inscribe marginalized subjects as academic citizens. However, its larger arc reproduces ethnocentric and individualistic ideologies at the national and personal levels that foreclose the true understanding of and engagement with Otherness that defines learning. What are the particular intellectual and other challenges, pleasures, and rewards of refusing the pedagogical imperative to engage and understand through identification? I conclude the article by deploying theorists of difference to ask what it means to understand difference as difference, how this understanding might be facilitated, and what the value of such an understanding might be.
College English Association. Web site: http://www.cea-web.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A