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Becoming Daisy, Living Mildred: on Challenging Our Own Canonical Complicity
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Becoming Daisy, Living Mildred: on Challenging Our Own Canonical Complicity
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Becoming Daisy, Living Mildred: on Challenging Our Own Canonical Complicity
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Journal Article
Becoming Daisy, Living Mildred: on Challenging Our Own Canonical Complicity
2023
Overview
Hadley and Toliver reflect on their own past classroom text selections and practices to illustrate their unintentional complicity in upholding whiteness within their classrooms. They examine two characters from novels, Daisy from The Great Gatsby and Mildred from Fahrenheit 451, to better understand how pedagogical evasion is a form of complicity, how that complicity can compound itself when unexamined, and how they are currently conceptualizing resistance to complicity by embracing a continuously critical approach to texts and pedagogy. The Daisy-esque approach to teaching is a common form of pedagogical evasion, but if they don't continuously examine their own pedagogy, their pedagogical avoidance can become even more explicit and problematic. In their case, they taught books they felt nostalgia and love for because of their prior teaching and reading experiences. Like Daisy, they winked at the issues in hopes that their students would love the books as much as they did. Like Mildred, they avoided any possible discussion that would remove them from the fantasy world they had created for themselves, a world in which these books and these characters were essential to their classroom.
Publisher
National Council of Teachers of English
Subject
