ABSTRACT It is a common contention that education done uncritically and unreflectively may serve to sustain and justify the status quo, in terms of mechanisms of cultural or racial privileging and marginalization. This article explores an argument made from within anti-oppressive education theory and advocated by theorist Kevin Kumashiro, namely that transformative education must entail altering harmful citational practices. I see two shortcomings in relation to this argument: first, its focus on discursive practice entails a prerequisite of high discursive literacy. (...) Second, it may lead to a failure to give credit to people’s intentions, risking a conflation of honest mistakes and wilful ignorance, and depriving us of theoretical nuance. While a well-argued and important call, I argue in this article that both shortcomings lead to the risk of a polarized conversation. Focusing on cultural, ethnic, and racial categorization, and using social studies as an illustration, it is suggested that applying notions from the theoretical concept of epistemic injustice may open up a space for granting nuanced credit to people’s intentions, thereby mitigating the risk of polarization. Rather than viewing attention to outcome and attention to intention as oppositional to one another, it is argued that both theoretical perspectives may benefit from the insights of the other. By applying needed context-specificity and nuance to categorizations of dominance and marginalization in individual discursive exchange, this can be done without granting priority to the experience of dominantly situated knowers. (shrink)

This article explores how issues of ‘not quite human-ness’ expose the conditions of possibility of being considered human; of human ontology. I refer to these dynamics for identifying sameness and difference as ontological politics of recognition. Tracing the genealogies of passing, I situate passing and Othering socio-political regulation and ideological frameworks for conceptualising ontology. I am particularly concerned with how the notion of ontology is bound up in questions of race and gender, and with the entanglements of technology and biology (...) that can destabilise apparently fixed boundaries between the (natural/normative) human and its (constructed/abnormal) Others. I identify three trajectories of passing as human in the histories of science fiction. The first trajectory discusses ontological mimicry: the ways in which the non-human attempts to be like the human. The second trajectory addresses how passing as human relies on a Butlerian performativity: doing human-ness by complying with the regulatory frames for appearances and practices. The final trajectory discusses what is at stake in contemporary ontological politics of recognition: a renegotiation of human supremacy through an emphasis on collectivity and collaboration rather that singularity and boundedness. (shrink)

During the Covid-19 outbreak in March 2020, all Norwegian primary schools got closed down, and both pupils and teachers had to move the school home. This challenged the established teacher role and led to changes in teachers' teaching practices. The purpose of this article is to discuss the role of the teacher, concretized as the teacher's teaching practice in the time of homeschooling. In order to shed light on the teachers' teaching practice we take as our starting point interviews with (...) teachers and texts from the pupils in primary school collected during the period of home schooling. In light of this material, as well as Gert Biesta's distinction between ‘learning from’ and ‘being taught by’ we discuss how the teacher's role and teaching practice in the home school can be understood. (shrink)