In this paper I consider the pedagogical possibilities of exposing the limits of autonomy and blurring the boundaries between self and others. Against the ever popular tide of liberalism, I am motivated to undermine those pedagogies that reconfirm the primacy of the self through venerating the 'autonomous individual' that 'tolerates' others. The counter pedagogy that I set out to construct is the product of a three tiered conversation: translating across my reflections on teacher education students' responses to diversity issues; my current research into young children's earliest negotiations of identity and belonging; and a selection of Judith Butler's recent writings on the transformative potential of being 'beside oneself' (2004). From interplay between these experiential, ethnographic and philosophical musings, I propose a pedagogical reframing that decentres the self by recasting the lines of connectivity between self and other. Taking its lead from young children's embodied fantasies of becoming other, this kind of pedagogy endeavours to emphasise the instrinsic sociality of the self and to build upon an 'ethical enmeshment with others' (ibid: 25).
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|AARE 2005 International Education Research Conference
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