| Abstract | Reaction against precisely the sorts of problems with authority and establishment discourses and systems of knowledge discussed in the previous chapter has produced a third, increasingly prominent pedagogical mode, that of resistance and protest. In such a pedagogy, teachers seek recognition for their own identity vulnerability or deprivation, or that of a subaltern group with which they have identified, and oppose the authorities and the establishment systems that are presumably responsible for this deficiency. This pedagogy is most prominent in relation to various subaltern identity components, including those of gender, class, ethnicity, and sexual orientation, as frequently found in feminist, Marxist, postcolonialist, and queer pedagogies. |
