Abstract
This chapter offers two vignettes from experience as a choral educator which highlight the emotional disconnect of privileged students when discussing critical knowledge. Narcissism and privileged ignorance may stem from privileged students’ loss of certitude, a highly valued, and unproductive, cultural construct of education and society at large. By containing conversations, educators provide a focus on honest engagement, and yet, must provide a space where students feel cared for during the messy work of critical dialogue. Educators may foster emotional practice with students enhancing the potential for critical learning. Therefore, culturally sustaining pedagogy needs emotional practice in addition to understanding critical theory. Artistic works, in addition to readings and dialogue, can become living stories that open trauma-informed spaces for critical dialogue.
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Notes
- 1.
The name “Martha” is a pseudonym.
- 2.
Within a position of privilege, I mention “other” as those who are minoritized or survivors of trauma, however, these instances are not limited to general notions of “self” and “other”.
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Perkins, J.D. (2022). The Trauma of Privilege and Privileged Trauma in Tertiary Music Classrooms. In: Thompson, P., Carello, J. (eds) Trauma-Informed Pedagogies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-92705-9_5
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