Exile Pedagogy: Teaching In-Between

Exile pedagogy, a form of public pedagogy (e.g. Ayers, 2004; Grande, 2004; Lather, 1998), is highly contested with complicated tensions and irresolvable contradictions within diverse theoretical traditions and socio-political, cultural, and linguistic contexts. Exile pedagogy is interdisciplinary, transdisciplinary, and sometimes counterdisciplinary. Exile pedagogy is international, transnational, and sometimes counternational. Exile pedagogy, with its interdisciplinarity, transdisciplinarity, and counterdisciplinarity, thrives with diverse paradigms, perspectives, and possibilities (Schubert, 1986), and demands multiple understandings toward commonplaces (teachers, learners, subject matters, and milieu) (Schwab, 1969, 1971, 1973, 1983) acting together in practical and real world environments (Connelly, He, and Phillion, 2008). The breadth, diversity, and complexity of exile pedagogy and its practical relevance are central to a wide array of educational thoughts reflected in contested theories, practices, and contexts.