Rethinking Damage Narratives in Education [Durham, NC]

$25.00

In-person only. There is no virtual component. Participants must be age 21+

$25—includes one drink ticket good for beer/wine/NA options

What does it mean for educators to center narratives of damage in our quests for justice? What is the role of documenting damage in fighting oppression? Can describing harm, loss or lack bring about repair, or do we need another theory of change? This workshop explores the theories of change that currently shape how we deal with damage within education research. We’ll tackle these questions through a reading of Eve Tuck’s highly readable article, “Suspending Damage: A Letter to Communities.” Writing from an Indigenous position, Tuck asks “what are the long-term repercussions of thinking of ourselves as broken?” Discussion will challenge attendees to identify and question the damage-centered narratives in their education, research, and/or advocacy efforts.

While we will focus on damage-centered narratives, we will also briefly discuss Tuck’s desire-based framework as one possible alternative. Participants should come away from this evening with new ways to advocate for communities that are more holistic and multidimensional, while committing to leaving behind at least one damage-centered narrative.

You are encouraged to read Tuck’s essay in advance of the session: https://environmentalmedialab.com/-rfrank/class_web/ES-114A/Week%204/TuckHEdR79-3.pdf

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This class will take place in person in Durham. Night School requires that students refrain from attending in-person classes when sick. For more on our class policies, see our FAQ. Instructors will also follow this policy. If your instructor is sick, class may be moved to online for a session or rescheduled to the week following the final scheduled session at the instructor’s discretion.

In-person only. There is no virtual component. Participants must be age 21+

$25—includes one drink ticket good for beer/wine/NA options

What does it mean for educators to center narratives of damage in our quests for justice? What is the role of documenting damage in fighting oppression? Can describing harm, loss or lack bring about repair, or do we need another theory of change? This workshop explores the theories of change that currently shape how we deal with damage within education research. We’ll tackle these questions through a reading of Eve Tuck’s highly readable article, “Suspending Damage: A Letter to Communities.” Writing from an Indigenous position, Tuck asks “what are the long-term repercussions of thinking of ourselves as broken?” Discussion will challenge attendees to identify and question the damage-centered narratives in their education, research, and/or advocacy efforts.

While we will focus on damage-centered narratives, we will also briefly discuss Tuck’s desire-based framework as one possible alternative. Participants should come away from this evening with new ways to advocate for communities that are more holistic and multidimensional, while committing to leaving behind at least one damage-centered narrative.

You are encouraged to read Tuck’s essay in advance of the session: https://environmentalmedialab.com/-rfrank/class_web/ES-114A/Week%204/TuckHEdR79-3.pdf

—

This class will take place in person in Durham. Night School requires that students refrain from attending in-person classes when sick. For more on our class policies, see our FAQ. Instructors will also follow this policy. If your instructor is sick, class may be moved to online for a session or rescheduled to the week following the final scheduled session at the instructor’s discretion.