Pedagogy, post-coloniality and care-full encounters in the classroom

In this paper, I consider what it means to take up the twin post-colonial commitment to critique and destabilization, and open and 'future-oriented' practices, in the neglected space of the classroom. I make a case for extending how we conceive of our responsibility to this commitment to include the care-full work of interrogating how we encourage students in developing fresh ways of relating to difference and inequality. Care embraces responsibility yet it usefully forces attention to the mediation and embeddedness of responsible relations in the interpersonal contact zones of the classroom. In its cautionary meaning, care also brings to questions of responsibility a carefulness, which alerts us to the difficulties of exercising such an engaged and indeterminate pedagogy in an institutional setting driven by the norms of assessment, benchmarking statements, disciplinary expectations and the conventions of academic discourse. It draws attention further to the potentially un-caring consequences of framing post-colonial commitments through intersubjective categories of self-other. In this paper I reflect on my own experiences teaching a level three module on the post-colonial Caribbean and, in particular, my use of fiction as a way to initiate more responsive and open-ended encounters with Caribbean peoples and places. I highlight some of the opportunities created by the use of different forms of writing but also the institutional and discursive constraints, including my own mediation of the texts and student expectations, which persistently threaten to settle and reclaim evidence of destabilisation and newness.