Silence, words that wound and sexual identity: a conversation with Applebaum

Journal of Moral Education 37 (2):225-238 (2008)
In this paper, I continue a conversation initiated by Barbara Applebaum on how to manage irreconcilable difference, harmful language or 'words that wound' and various implications of power in the classroom. Referencing emerging works on the nature of speech and silence, classroom power and queer identity, I pose three questions to Applebaum in order to continue thinking through the timely situations with which she grapples. What is the nature of reasonableness is the classroom setting? Must speech reflect power; and silence, oppression? In what ways does the nature of sexual identification further complicate Applebaum's scenario and similar situations many of us face in teaching about diversity in public settings? In exploring these questions, I hope to add to the conversations on speech and power in the classroom as framed by Applebaum, Megan Boler and John Petrovic, among others
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DOI 10.1080/03057240801996891
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Liz Jackson (2008). Dialogic Pedagogy for Social Justice: A Critical Examination. Studies in Philosophy and Education 27 (2-3):137-148.

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