我自传中的一张脸:露西·格雷利和体现的脆弱

IF 2.6 4区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Harvard Educational Review Pub Date : 2022-09-01 DOI:10.17763/1943-5045-92.3.321

Andrea Avery

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引用次数: 0

摘要

在这篇反思性的文章中，安德里亚·艾弗里(Andrea Avery)思考了在回忆录课上教授露西·格雷利(Lucy Grealy) 1994年的《一张脸的自传》(Autobiography of a Face)是如何培养高中高年级学生的具体脆弱性的。她讨论了自己作为一名残疾/慢性病教师的身份，以及她如何定位和与格雷利的文本互动，邀请她的学生“看到”她的身体，并使用自传写作来看到和主张自己的身体。她反思了她在追求解放教育实践目标时所面临的特殊挑战，其中，正如贝尔·胡克斯(bell hooks)所提出的理论，空间中所有人的赋权取决于教师是否愿意让自己与学生一起变得脆弱。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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A Face for My Autobiography: Lucy Grealy and Embodied Vulnerability

In this reflective essay, Andrea Avery considers how teaching Lucy Grealy’s 1994 Autobiography of a Face in a memoir class functions to cultivate embodied vulnerability among high school seniors. She discusses her own identity as a disabled/chronically ill teacher and how her positioning of and interaction with Grealy’s text invites her students to “see” her body and to use autobiographical writing to see and claim their own bodies. She reflects on the particular challenges she has faced in pursuit of the goal of liberatory educational practice wherein, as theorized by bell hooks, the empowerment of all people in the space depends on the teacher’s willingness to make herself vulnerable alongside her students.

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Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-

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期刊介绍： The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.