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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commitment to innovative, research-based pedagogy as well as their excitement for pursuing the everemergent
nature of writing have created an institutional space that values this work. Journal of Multimodal
Rhetorics special issue co-author Karrieann Soto Vega, as well as editors Ames Hawkins and Maria Novotny,
have been generous with their feedback on our drafts, pushing us to experiment with new technologies
and genres, showing unbelievable patience throughout the process. Finally, we would like to thank the firstyear
writing students who have picked up this pedagogy and run with it, stopping along the way to give
us suggestions on how to improve their experiences and learning in the course. We are honored to work
with this historically underrepresented group and consider them co-creators and co-teachers of this radical
writing course.
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