Abstract

Abstract:

The two primary US political parties are increasingly polarizing along affective dimensions. To increase students’ engagement with controversial texts and conversations, the author theorizes a novel method of critical pedagogy: performed contradictoriness. By emphasizing seemingly contradictory identity markers, the instructor attempts to become opaque, thereby frustrating students’ attempts at interpretation.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 73-85
Launched on MUSE
2020-01-14
Open Access
No
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