A Pedagogy of Justice

In university classrooms where art is both subject and praxis, canon and methodology frequently converge to reproduce asymmetrical systems of power. The disruption of these systems is arduous and rewarding work, work that requires a committed consortium of students, teachers, and extended community. NAILA KELETA-MAE explores the risky business of building a pedagogy of justice in which both teacher and student agree to let go of the moorings that tether their worldviews.