pedagogy that is culturally relevant

how do we move towards knowing in our everyday pedagogies?  what spaces to we find where we can play, free from institutional constraints?  in whose eyes do we see possibilities and to whose do we relegate despair?  how do maintain our sense of pedagogical pleasure(s) amidst perceived institutional constraints?  what might it mean to commune as teachers who are students of our students?  to spend time with youth outside the constraints of institutional labels, expectations, assumptions; and to descriptively observe their literacies in action? what are the ways in which we relate to one another?  how do we decide to look up or turn away?  when do we extend a hand or hasten our pace? to whom do we accord great variation in the performance of multiple selves? and from whom do we expect staid and limited representations of self? with whose purposes do embark on the journey of education? how, amidst the unsettling and unsettled, do we create a sense of home, of belonging together? and allow space for multiple, even disparate forms of belonging within a common site/moment/act of education?

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