Parallaxic Pedagogy
Pedagogy of Parallax is made manifest through engagement with artful representations, which creates a liminal space for deconstructing texts (Sameshima, 2007; Sameshima & Irwin, 2008; Sameshima & Sinner, 2009). Indeed, engagement in this liminal space is curriculum (Daignault, 1988). Within this liminal space is a diversity of artful language that breaks down conceptual dualism and also honors difference (Sameshima & Irwin, 2008). Artful representation forms a multilayered, rhizomatic interpretation which embraces diversity but also allows for what is unsettled and a dynamic “place of agitation” (Sameshima & Irwin, 2008, p. 6). Artful inquiry is a textual and embodied invitation to react. Subsequently, a reaction generates the ongoing conversation, critical reflection, and the shift in frame of reference that is needed for transformational learning (Sameshima & Sinner, 2009a).
Curricular Perspectives
I engage curricula that complement the aforementioned theoretical perspectives and works to frame and bind the “complicated conversation” needed to understand the experience of socio-cultural phenomena (Pinar, 2004, p. 9). It is vital to apply methods that fully engage meaning making, alternative perspectives, and inclusion of conflicting voices directly in the student learning process. The pedagogy of parallax creates an open and accessible milieu, where it is safe to explore the alternative perspectives and possibility of changing one’s frame of reference. The use of the pedagogy of parallax allows the facilitator/teacher/researcher to present materials and information in a liminal space and a supportive manner that can allow for tempered and mindful exposure to materials as well as the needed reflection and interpersonal processing.
I engage curricula that complement the aforementioned theoretical perspectives and works to frame and bind the “complicated conversation” needed to understand the experience of socio-cultural phenomena (Pinar, 2004, p. 9). It is vital to apply methods that fully engage meaning making, alternative perspectives, and inclusion of conflicting voices directly in the student learning process. The pedagogy of parallax creates an open and accessible milieu, where it is safe to explore the alternative perspectives and possibility of changing one’s frame of reference. The use of the pedagogy of parallax allows the facilitator/teacher/researcher to present materials and information in a liminal space and a supportive manner that can allow for tempered and mindful exposure to materials as well as the needed reflection and interpersonal processing.
