-
How to Begin is also Where: Placemaking Pedagogy and June Jordan's His Own Where
- Author(s):
- Danica Savonick (see profile)
- Date:
- 2018
- Group(s):
- 2018 MLA Convention
- Subject(s):
- American literature, Americans--Social life and customs, Feminist theory, Teaching, Literature--Women authors, Minority women, Literature--Philosophy, Teaching, Social justice
- Item Type:
- Conference paper
- Conf. Title:
- MLA 2018 Convention
- Conf. Org.:
- Modern Language Association
- Conf. Loc.:
- New York, NY
- Conf. Date:
- January 4-7, 2018
- Tag(s):
- 20th Century Literature, feminist pedagogy, pedagogy, social justice, American literature and culture, Feminist pedagogy, Literature and theory by women of color, Pedagogy
- Permanent URL:
- http://dx.doi.org/10.17613/M6CR9J
- Abstract:
- This paper highlights the multiple modalities through which writer, activist, and educator June Jordan materialized a placemaking pedagogy, grounded in the art of structural critique and using language in the service of social change. In this paper, I show how Jordan “implicitly instructs” her students and young readers in cultivating a structural imaginary that locates one’s seemingly idiosyncratic experiences in relation to physical spaces and the power relations they materialize. For Jordan, placemaking is intertwined with a literary pedagogy that emerges from women of color feminist aesthetics. By considering Jordan’s early teaching experiences alongside “Skyrise for Harlem” and her young adult novel His Own Where, we can better apprehend how cultivating a structural imaginary is a central component of social justice pedagogy, and how literature can facilitate this learning.
- Notes:
- This is an unpublished work in progress -- feedback is greatly appreciated.
- Metadata:
- xml
- Status:
- Published
- Last Updated:
- 6 years ago
- License:
- All Rights Reserved
- Share this:
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