Abstract

The two primary US political parties are increasingly polarizing along affective dimensions. To increase students’ engagement with controversial texts and conversations, the author theorizes a novel method of critical pedagogy: performed contradictoriness. By emphasizing seemingly contradictory identity markers, the instructor attempts to become opaque, thereby frustrating students’ attempts at interpretation.

Journal
Pedagogy
Published
2020-01-01
DOI
10.1215/15314200-7879052
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