Classroom Provocateurs and Ethical Classroom Practice
This article is based upon a larger study that considered three high school literature units in the US. Through a close analysis of one classroom discussion between a teacher and a provocative 8th grade student named Fish, I argue that it is not only ethically responsible to position the Fishes of this world as laudable, but that doing so is beneficial for critically focused English classes as a whole. Further, I argue that my reading of Fish as a provocateur can be productively transferred to other student-provocateurs in our English classrooms who vex the smooth doing-of-school in different ways than Fish did.
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Document Type: Research Article
Affiliations: Department of Curriculum and Instruction, University of Alabama, Tuscaloosa, Alabama, USA
Publication date: December 1, 2010