O'Donnell, Aislinn
(2015)
Curriculum as Conversation: Vulnerability,
Violence, and Pedagogy in Prison.
Educational Theory, 65 (4).
pp. 475-490.
ISSN 0013-2004
Abstract
It is difficult to respond creatively to humiliation, affliction, degradation, or shame, just as
it is difficult to respond creatively to the experience of undergoing or inflicting violence. In this article
Aislinn O’Donnell argues that if we are to think about how to address gun violence — including mass
shootings—in schools, then we need to talk about violence inside and outside schools. Honest, and even
difficult, conversations about violence and vulnerability can take place in schools, and there are ways of
working with curricula and student voice that can allow for this. If pedagogy is to play a role in reorienting
responses to violence and vulnerability, discussion of equivocal and ambivalent responses to corporeal
vulnerability, and of histories and genealogies of violence, must be invited. We need to acknowledge that
we do not have, and we may well never have, a world without violence. Drawing upon the experience of
teaching philosophy in nontraditional learning environments, including prison, O’Donnell argues for an
approach to pedagogy and curricula that invites difficult conversations about the complexity of violence.
| Item Type: |
Article
|
| Keywords: |
Curriculum; Conversation; Vulnerability;
Violence; Pedagogy; Prison; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
8605 |
| Depositing User: |
Prof Aislinn O'Donnell
|
| Date Deposited: |
15 Aug 2017 14:49 |
| Journal or Publication Title: |
Educational Theory |
| Publisher: |
Wiley |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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