Inner monologues of a newbie CCPer

ABSTRACT

Our identities as critical educators are at odds with the hierarchy performatively enforcing the banking model of education. We understand the classroom as a political site where we labor to envision and perform anti-oppression communication. This pedagogical labor reflexively and necessarily unravels students at the edge of their/our intersectional privileges and disadvantages. In this piece, we use performance to reflexively interrogate and develop our pedagogical practices toward critical liberatory ends. To get there, we (re)stage “intense” student engagements and work collaboratively to co-construct a series of archetypes that converge at the moment of “intense” student interaction.

KEYWORDS:

• Critical performative pedagogy
• collaboration
• psychological noise
• archetypes
• Jung

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.