Radical Museology/Radical Pedagogy: Curating Beyond Boundaries
In this born digital project, we use the practices, genres, and logics of exhibition as an organizing framework for communicating a subversive approach to writing pedagogy. We have selected, arranged, interpreted, and juxtaposed artifacts from museums and from the University of Rhode Island (URI) first-year writing curriculum that tell a disjointed and fragmented story about what social justice work is possible in both museums and schools. In keeping with our work to disrupt sedimented writing instruction practices, we cultivate here dis-orientation, dis-census, and dis-obedience as necessary dispositions for unlearning and unmaking hegemony in the classroom. We invite participants to experience these affective dimensions of radical pedagogy and listen to the “noise” as they step into a three-dimensional virtual reality classroom we developed with the open-source platform Artsteps. As a corollary to the VR exhibition, which is available at https://www.artsteps.com/view/5d795b7124396e1a5c2cfd0b, this exhibition catalogue further contextualizes and interprets the artifacts, theorizing the productive juxtaposition of radical museology and radical pedagogy.
In this born digital project, we use the practices, genres, and logics of exhibition as an organizing framework for communicating a subversive approach to writing pedagogy. We have selected, arranged, interpreted, and juxtaposed artifacts from museums and from the University of Rhode Island (URI) first-year writing curriculum that tell a disjointed and fragmented story about what social justice work is possible in both museums and schools. In keeping with our work to disrupt sedimented writing instruction practices, we cultivate here dis-orientation, dis-census, and dis-obedience as necessary dispositions for unlearning and unmaking hegemony in the classroom. We invite participants to experience these affective dimensions of radical pedagogy and listen to the “noise” as they step into a three-dimensional virtual reality classroom we developed with the open-source platform Artsteps. As a corollary to the VR exhibition, which is available at https://www.artsteps.com/view/5d795b7124396e1a5c2cfd0b, this exhibition catalogue further contextualizes and interprets the artifacts, theorizing the productive juxtaposition of radical museology and radical pedagogy.
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This screenshot demonstrates the kind of high-tech, socially engaged digital writing students produce in
WRT 104. William Connelli, a student in fall 2018, produced this web article as the culminating piece for
the Hacker project. Connelli used Mozilla X-Ray Goggles, a free browser plug-in that allows users to make
a copy of a website and remix it by changing the text, hyperlinks, images, and videos, with only a basic
understanding of Hypertext Markup Language (HTML). Here, Connelli remixes a “fake news” article praising
the benefits of coffee enemas, using evidence from medical professionals to refute the original claim and
help audiences understand the dangers of injecting coffee into the rectum. While the project focuses on
ethics of journalism and the real-world consequences of trafficking in fake news, the deep archive of fake
news articles on the Internet tempts students to take on more risky subject matter, like the use of enemas,
that is historically prohibited in the first-year writing classroom.
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