Pedagogy of Attention: Subverting the Strong Language of Intention in Social Justice Education

Abstract

In this paper, I explore the possibility of social justice education as pedagogy of attention rather than simply pedagogy of intention. Drawing on Gert Biesta’s (2010) concept of “strong” education, I begin by explaining how the language of intention in social justice education relies on a discourse in which “in-puts” will result in specific and immediate “out-puts.” In this sense, social justice education can proceed too quickly to action-oriented imperatives. Following this, I take up Jan Masschelein’s (2010) notion of poor pedagogy: pedagogy that requires nothing more than paying attention to argue that creating a space in which the only goal is to pay attention offers the potential of producing a shift in how social justice education proceeds. Pedagogy of attention subverts the primacy of pedagogy of intention by making an important contribution to social justice education, presenting the world in a way that is not contained by the frames (limitations) of what students are told exists, allowing for the possibility of transformation.

From awareness to activism: Understanding commitment to social justice in higher education

“…Another important challenge to social justice education involves timing. Although attitudes are developed while one is young (Grayman and Godfrey, 2013) and students enter college with a host of existing beliefs and experiences about social justice (Broido and Reason, 2005), their attitudes can shift during a college experience because time and space are often needed to consolidate new perspectives (Desroches, 2016). Awareness can be broadened through repeated and extended exposure to oppressed populations and other cultures.…”

“….more democratically with diverse others to create just and inclusive practices and social structures’ (Adams et al, 2007: xvii). As a student-centered pedagogy that develops student agency and furthers social change (Desroches, 2016), social justice education promotes ideas about an equal society, one that enables all individuals regardless of race, ethnicity, gender, ability, sexuality, religion, and class to participate fully, to obtain needed resources, and to ensure physical and psychological well-being (Bell, 1997).…”