Propositions for a Radical Pedagogy, or How to Rethink Value

Abstract

Let classrooms be invitations for study, not knowledge consumption. Beware of the idea that certain things “must be covered.” Study, Fred Moten and Stefano Harney argue, is about creating dissonance. It’s about allowing learning to continue, rather than continuously cutting learning off in the name of what we’ve decided, in advance of our coming together, is worthy of being called knowledge. Don’t look too hard for the through-thread. Don't worry too much about drawing a line. Make learning a weave.