Problematics of Interrogating Experiences into Classrooms

Authors

  • Gloria Filax University of Alberta
  • Debra Shogan University of Alberta

DOI:

https://doi.org/10.11575/jet.v33i3.52587

Abstract

In contrast to some writers in critical pedagogy who see interrogation of identity as an improvement on mere telling of experiences of identity, we argue that theorists who advocate interrogation of experience in classrooms take for granted that everyone can participate in this exercise in the same way. While we agree that experience is not transparent and cannot be taken at face value, we have difficulty advocating a project that assumes that interrogation of experiences that comprise identity is a neutral project in classrooms. Questions must be asked about the differential ways in which a project of identity interrogation can be taken up. These questions would address personal and political costs to those expected to do this work in classrooms as well as epistemological assumptions about the possibility of understanding across discourses.

Author Biographies

Gloria Filax, University of Alberta

Gloria Filax is a doctoral candidate m Education Policy Studies,
Faculty of Education, University. Her dissertation is about the
production of queer subjectivities in Alberta schools.

Debra Shogan, University of Alberta

Debra Shogan is a professor in the Faculty of Physical Education and Recreation, University of Alberta. Her most recent book is The Making of High-Performance Athletes: Discipline, Diversity, and Ethics (1999) .

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Published

2018-05-17

Issue

Vol. 33 No. 3 (1999)

Section

Articles

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