Epistemologies of Ignorance in Education

Description

Epistemologies of Ignorance provide educators a distinct epistemological view on questions of marginalization, oppression, relations of power and dominance, difference, philosophy, and even death among our youth. The authors of this edited collection challenge the ambivalence – ignorance – found in the construction of curriculum, teaching practices, research guidelines, and policy mandates in our schools. Further, ignorance is also considered a necessary by- product of knowledge production. In this sense, the authors explore not only issues of complicity but also issues of oppression in spite of educators’ liberatory intentions. While this is the first systematic effort to transfer epistemologies of ignorance to the educational scene, this movement has its roots in race, class, gender, and sexuality studies, particularly the work of Charles Mills, Eve Kosofsky Sedgwick, Shannon Sullivan, and Nancy Tuana. It is our unequivocal belief that, while this is transformative and powerful scholarship, the study of ignorance remains understudied and under-theorized in education scholarship, from curriculum studies and cultural foundations to science education and educational psychology. This collection highlights without apology why this dangerous state of affairs cannot continue. Title Page......Page 2 Copyright Page......Page 4 Table of Contents......Page 5 PREFACE - Towards a Decolonizing Epistemology......Page 6 HOW DO WE CONCEPTUALIZE IGNORANCE?......Page 19 WHERE DO WE GO FROM HERE?......Page 25 WHAT CONDITIONS MADE POSSIBLE THESE MANIFESTATIONS OF IGNORANCE?......Page 31 WHAT ARE THE IMPLICATIONS OF EPISTEMOLOGIES OF IGNORANCE FOR RESEARCH METHODOLOGIES IN EDUCATION?......Page 38 HOW MIGHT EPISTEMOLOGIES OF IGNORANCE SHIFT EDUCATIONAL PRACTICES IN SCHOOLS?......Page 45 REFERENCES......Page 50 CHAPTER 2 - COMMITTING (TO) IGNORANCE......Page 54 A FOOLISH INVITATION TO COMMIT (TO) IGNORANCE EXPLORED......Page 58 A PEDAGOGICAL EXPERIMENT OF IGNORANCE REVISITED......Page 64 A HERETICAL CONFESSION OF UNKNOWN IMPLICATIONS AND WANT OF CONCLUSIONS......Page 71 NOTES......Page 76 REFERENCES......Page 77 TOWARDS AN ANIMAL STANDPOINT: VEGAN EDUCATION AND THE EPISTEMOLOGY OF IGNORANCE......Page 81 ON BECOMING A VEGAN......Page 85 MICROAGGRESSIONS......Page 86 VEGAN EDUCATION IN THE PUBLIC SCHOOLS......Page 91 “ECOTERRORISTS” IN THE ACADEMY?......Page 95 NOTES......Page 97 REFERENCES......Page 100 CHAPTER 4 - LABYRINTH OF IGNORANCE......Page 104 POLITICIZING IGNORANCE......Page 106 PSYCHOLOGY OF IGNORANCE......Page 109 MORALIZING IGNORANCE......Page 111 EPISTEMOLOGICAL IGNORANCE......Page 114 WHERE DO WE GO FROM HERE?......Page 117 REFERENCES......Page 120 THE FORGOTTEN......Page 123 THE WESTERN QUEST FOR KNOWLEDGE, POWER, AND SELF......Page 124 THE PRIORITY OF THE QUESTION......Page 128 SOCRATES AS PARADIGM OF IGNORANCE......Page 130 CONTESTING THE SOCRATIC NOTION OF IGNORANCE......Page 133 SOCRATIC NOT-KNOWING AND ARISTOTELIAN POLITICS......Page 135 THE VIRTUES OF EPISTEMIC POVERTY......Page 138 NOTES......Page 139 REFERENCES......Page 142 INTRODUCTION......Page 145 METHODOLOGY/ THEORETICAL FRAMEWORK......Page 147 IDEOLOGIES: COLONIAL BLIND DISCOURSES AND FLATTENED EPISTEMOLOGIES......Page 150 PRACTICES: NORMATIVE MULTICULTURAL EDUCATION......Page 159 WESTERN METAPHYSICS: INDIGENOUS INFORMED PERSPECTIVES......Page 162 CONCLUSION......Page 168 NOTES......Page 170 REFERENCES......Page 171 CHAPTER 7 - SUFFERING WITH......Page 177 A COMMENTARY......Page 183 SEVEN MOMENTS......Page 187 COMMENTARY CONTINUED......Page 212 NOTES......Page 217 REFERENCES......Page 221 CHAPTER 8 - STUDENT SUICIDE......Page 226 SUICIDE—WE DO NOT EVEN KNOW THAT WE DO NOT KNOW......Page 231 THE ALIENATION OF DALTON......Page 233 CONCLUSION......Page 245 REFERENCES......Page 247 CHAPTER 9 - LET THE BODY OUT......Page 250 AN ENFLESHED THEORY DANCES......Page 252 WHAT HAPPENED TO BODY KNOWLEDGE?......Page 255 REMEMBERING YOUR FIRST LOVE......Page 257 AND THEN, MOST IMPORTANTLY…......Page 259 REFERENCES......Page 264 INTRODUCTION: WE WHO REMAIN UNKNOWN......Page 266 THE GLOBAL VILLAGE......Page 268 THE DARK, ATAVISTIC SIDE OF TECHNOSCIENCE......Page 271 SHIFTING SUBJECTIVE AND EPISTEMOLOGICAL PARADIGMS......Page 273 CRISIS......Page 277 A CALL FOR MEDIA LITERACY IN EDUCATION......Page 280 REFERENCES......Page 286 CHAPTER 11 - CARNIVAL OF THE UNCANNY......Page 290 THE UNCANNY......Page 292 THE UNCANNY VALLEY......Page 297 EDUCATIONAL BUKIMI......Page 303 CARNIVAL OF BORDER PEDAGOGIES......Page 306 NOTES......Page 312 REFERENCES......Page 313 CHAPTER 12 - READING HAVE WE KNOWN RIVERS?......Page 320 READING ONE: INTRODUCTION......Page 321 READING TWO: LA COMIDA: SINGULARITY AND INTERCONNECTEDNESS......Page 328 READING THREE: PLACE-MAKING AND HOME-MAKING/ PRODUCTION AND CONSUMPTION......Page 332 READING FOUR: HUMAN-EARTHLY/EARTHLY-HUMAN CONNECTEDNESS AND SINGULARITY......Page 335 READING FIVE: THEORIZING ECO-POLITICAL EPISTEMOLOGIES OF IGNORANCE IN CURRICULUM STUDIES......Page 340 READING SIX: CONCLUSION......Page 343 REFERENCES......Page 346 CHAPTER 13 - THE RIOT IN MY SOUL—PART I......Page 351 A PREFACE (NO THIS IS A WARNING. I AM ABOUT TO BREAK THE RULES)......Page 352 CLAIMING RAGE......Page 356 UNDERSTANDING RAGE......Page 362 RAGE MANAGEMENT......Page 364 RELEASING RAGE AND THE LIMITS OF FORMAL EDUCATION......Page 368 NOTES......Page 370 REFERENCES......Page 371 EPILOGUE......Page 374 REFERENCES......Page 380 ABOUT THE AUTHORS......Page 382