Off Scaffolding and into the Deep End

Nick Marsellas

Abstract


The practice of multicultural scaffolding, offering more information about an author’s marginalized identity, is frequently offered as the solution to challenging social justice discussions in the classroom. However, this type of scaffolding presupposes that intricate knowledge of another person's subjectivity is required for ethical classroom behavior. I argue, instead, that students are able to handle difficult topics with care if we train them to better work with the unintelligibility of others’ experiences. In an effort to reorient my classroom towards this engagement with unintelligibility, I have developed a framework called deep-end teaching, which encourages students to engage sensitive topics with a delicate balance of confidence and humility.

Full Text:

PDF

References


Alexander, Jonathan and Jacqueline Rhodes. "Flattening Effects: Composition's Multicultural Imperative and the Problem of Narrative Coherence." College Composition and Communication, vol. 65, no. 3, 2014, pp. 430-454.

Anonymous Student A. Interview by Nick Marsellas, University of Pittsburgh, 12 March 2018.

AORTA. “Anti-Oppressive Facilitation for Democratic Process: Making Meetings Awesome for Everyone.” Updated June 2017, aorta.coop/wp-content/uploads/2017/06/AO-Facilitation-Resource-Sheet.pdf. Accessed 1 Apr. 2019.

Barad, Karen. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Duke University Press, 2007.

Bartholomae, David. “Stop Making Sense: An Interview with David Bartholomae” Writing on the Margins: Essays on Composition and Teaching, edited by David Bartholomae, Bedford/St. Martin’s, 2005, pp. 255-271.

—. “Wanderings: Misreadings, Miswritings, Misunderstandings” Writing on the Margins: Essays on Composition and Teaching, edited by David Bartholomae, Bedford/St. Martin’s, 2005, pp. 86-110.

Bryson, Mary and Suzanne De Castell. "Queer Pedagogy: Praxis Makes Im/Perfect." Canadian Journal of Education, vol. 18, no. 3, 1993, pp. 285-305.

Courvant, Diana. "Strip!" Radical Teacher, vol. 92, no. 1, 2011, pp. 26-34.

Drabinski, Kate. "Identity Matters: Teaching Transgender in the Women's Studies Classroom." Radical Teacher, vol. 92, no. 1, 2011, pp. 10-20.

Elbow, Peter. Writing Without Teachers. 2nd edition, Oxford University Press, 1998.

Ladson-Billings, Gloria, and William F. Tate. "Toward a Critical Race Theory of Education." Teachers College Record, vol. 97, no. 1, 1995, pp. 47-68.

Preston, Marilyn. "Not Another Special Guest: Transgender Inclusivity in a Human Sexuality Course." Radical Teacher, vol. 92, no. 1, 2011, pp. 47-54.

Rand, Erica. "So Unbelievably Real: Stone Butch Blues and the Fictional Special Guest." Radical Teacher, vol. 92, no. 1, 2011, pp. 35-42.

Vaid-Menon, Alok. "Femme in Public." Poetry Chapbook, 2017.

Waite, Stacey. Teaching Queer: Radical Possibilities for Writing and Knowing. University of Pittsburgh Press, 2017.




DOI: https://doi.org/10.5195/rt.2019.643

Refbacks

  • There are currently no refbacks.




Copyright (c) 2019 Nick Marsellas

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

University Library System Mark

This journal is published by the University Library SystemUniversity of Pittsburgh as part of its D-Scribe Digital Publishing Program and is cosponsored by the University of Pittsburgh Press.


ISSN 1941-0832 (online)