Dr Elmarie Kotzé, University of Waikato, NZ
&
Dr Stephen Gaddis, Salem Centre, Boston, USA

As teachers, as in most identity categories, we regularly come up against dilemmas that involve conflicting and competing discursive positionings.  In this seminar, we bring forth some examples of these dilemmas, with our students and colleagues, to illustrate and theorize how we turn toward post structural ideas to navigate these complexities. We are situated in multiple positions simultaneously; as teachers, colleagues, and employees, for example. These positions all contribute to meaning-making possibilities and challenges from moment to moment in our work. For this talk, we discuss how we bring forth educational and gender discourses as a means for inviting students to engage with and learn post structural theories and practices. In addition, we describe how self-awareness practices and a sense of agency contributes to our intentional manoeuvring through these complexities. We experience these post structural ways of doing teaching as both rewarding and demanding so we also will reflect on what we value that sustains us despite the extra effort often required.

Organized by the Department of Psychology