In a series of vignettes, I write my interactions with high school students within and against a public, alternative school. Drawing simultaneously from conceptual spaces of metaphor, critical studies of Whiteness, and posthumanist mangling, these vignettes illustrate how we might find moments of pedagogical joy amid hostile and constrained educative spaces. What follows is an attempt to blend critical and post-perspectives to approach “a fluid methodological space where data, theories, methods, and research approaches melt, transform, circumvent, infiltrate, appear, and disappear.”
AndersonC. (2016). White rage: The unspoken truth of our racial divide. New York, NY: Bloomsbury Publishing.
2.
AnnammaS. (2016). Cartographies of inequity. In MorrisonD.AnnammaS.JacksonD. (Eds.), The spatial search to understand and address educational inequity to inform praxis (pp. 32-50). Sterling, VA: Stylus.
3.
BaradK. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. London, England: Duke University Press.
4.
BradshawC. P.MitchellM. M.O’BrennanL. M.LeafP. J. (2010). Multilevel exploration of factors contributing to the overrepresentation of Black students in office disciplinary referrals. Journal of Educational Psychology, 102, 508-520.
5.
BulloughR. V.Jr. (1991). Exploring personal teaching metaphors in preservice teacher education. Journal of Teacher Education, 42, 43-51.
6.
GuthmanJ. (2008). Bringing good food to others: Investigating the subjects of alternative food practice. Cultural Geographies, 15, 431-447.
7.
hooksb. (2001). All about love: New visions. New York, NY: William Morrow.
8.
hooksb. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.
9.
IrbyD. J. (2014). Revealing racial purity ideology: Fear of Black–White intimacy as a framework for understanding school discipline in post-Brown schools. Educational Administration Quarterly, 50, 783-795.
10.
JacksonA. Y. (2013). Posthumanist data analysis of mangling practices. International Journal of Qualitative Studies in Education, 26, 741-748.
11.
JacksonA. Y.MazzeiL. A. (2012). Thinking with theory in qualitative research. New York, NY: Routledge.
12.
Koro-LjungbergM.LöytönenT.TesarM. (Eds.). (2017). Disrupting data in qualitative inquiry: entanglements with the post-critical and post-anthropocentric. New York, NY: Peter Lang.
13.
MatiasC. E.AllenR. L. (2013). Loving whiteness to death: Sadomasochism, emotionality, and the possibility of humanizing love. Berkeley Review of Education, 4, 285-309.
14.
MatiasC. E.ZembylasM. (2014). ‘When saying you care is not really caring’: Emotions of disgust, whiteness ideology, and teacher education. Critical Studies in Education, 55(3), 319-337.
15.
MeinersE. R. (2007). Right to be hostile: Schools, prisons, and the making of public enemies. New York, NY: Routledge.
16.
NoddingsN. (2013). Caring: A relational approach to ethics and moral education. Berkeley: University of California Press.
17.
SkibaR. J.ArredondoM. I.WilliamsN. T. (2014). More than a metaphor: The contribution of exclusionary discipline to a school-to-prison pipeline. Equity & Excellence in Education, 47, 546-564.
18.
SkibaR. J.MichaelR. S.NardoA. C.PetersonR. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34, 317-342.
19.
TuckE. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409-428.
20.
WarrenC. A. (2015). Conflicts and contradictions: Conceptions of empathy and the work of good-intentioned early career white female teachers. Urban Education, 50, 572-600.
