Journeying Toward Humility: Complexitites in Advancing Pedagogy for the Privileged
Abstract
This narrative describes the author's journey away from a stance of innocence, toward one of humility in her engagement with pedagogy for the privileged. With deep attention to her identity, the contentious dimensions of this pedagogy have compelled her towards a much more troubled relationship with this practice. The following narrative profiles key contributions of pedagogy for the privileged, and articulates the contentions embedded within. It concludes with three essential ingredients to moderate her privilege: practicing from a stance of humility and "not knowing," advancing research into the practice outcomes of such courses, and accountability structures where communities hold power over classroom practices.
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REFLECTIONS:
NARRATIVES OF PROFESSIONAL HELPING
SALEM STATE UNIVERSITY, PUBLISHER
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