Yes / This chapter aims to be both an exploration and an example of (or an experiment with) a ‘pedagogy of vulnerability’. It reports and reflects on efforts to create spaces for co-inquiry with students, as attempts to both escape the limits of traditional pedagogic relationships and to create spaces and opportunities for deeper learning. We consider how or whether the central premise of a ‘pedagogy of vulnerability’ – that purposeful and selective acts self-disclosure by teachers can help build the conditions of trust and care needed for dialogue around emotionally and politically challenging topics – is borne out in our experience.

In this study I aim to contribute to the field of feminist corpomaterial intersectional pedagogies, which I understand as a part of the broader field of feminist postconstructionist pedagogies. Against the background of feminist postconstructionism I wish to overcome binary understandings of for example discourse/materiality, theory/practice, male/female and mind/body in pedagogies. To follow this through I have analysed how affects and emotions are present in a classroom by studying the possibility of taking a starting point in the body while rethinking the anti-oppressive and norm critical pedagogical idea of the self-reflective teacher. In order to challenge the idea of the teacher as a neutral, universal and rational knowledge producer, I have in this study analysed how one can affectively and emotionally situate teacher-bodies and participant-bodies in a classroom.   The analysis was carried out on the basis of empirical material collected at a workshop on corporeality and norm critical pedagogy organised in a teacher-training program at a Swedish university. The workshop was conducted as intra-active-research and the material consists of my field diary, eight written interviews, one oral interview and my experiences from leading the workshop. I argue in this study that teacher-bodies affectively and emotionally could be situated as both following a corporeal schema, an expected plan for how a teacher-body should act and move, and also as stepping away from and disrupting this schema. Further on I argue that teacher-bodies could be situated as memory banks and as working from memory. I stress how important it is in pedagogic situations to be aware of the ways in which bodies in a room affect and are affected by each other, in other words; how bodies “do not end at the skin”. This affective and emotional situatedness shows how it is possible to overcome the idea of teachers and students as bodily neutral. I also argue that it might be important to integrate workshops on corporealities in teacher training. This could be one possible way to start to think on one’s affectively and emotionally situatedness as teacher, something I claim as required if one aspires for a feminist intersectional corpomaterial pedagogy.

This research seeks to interpret the academic activism of Academics for Peace in Turkey. It argues that the occurrence of the Academics for Peace results from the intertwinement of neoliberal and authoritarian ideology. The writer of this research suggests that Academics for Peace build networks of solidarity based on resistive critique and truth-telling practices. Solidarity (alternative) academies in Turkey are the seeds of this engagement in solidarity, self- adapting practices, activist truth, and parrhesia, and they appear as phenomena that carry out prefigurative-instituent practices. The research suggests that Solidarity academies can be evaluated as a 'threshold' cultivating our understanding of the 'commons' and 'commoning practices.'

No description available.