Abstract

Abstract:

This article shows how diversity discourse and programming function as a dominant pedagogy by highlighting three commonplace approaches to diversity: as a defense to mitigate a problem, as a commodity to be collected, and as a threat to those in privileged positions. The authors intervene in these approaches by forwarding a difference-driven pedagogy, which seeks to foster movement toward the practice of deliberation, the recognition of difference as in flux, and the willingness to be vulnerable in engaging the complex, messy work of difference.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 279-301
Launched on MUSE
2020-05-28
Open Access
No
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