Collaging Pre-service Teacher Identity.

Abstract

I begin this article with the suggestion that aesthetic knowledge, when critically incorporated into educational inquiry and classroom practices, might elicit dan gerous (Carey, 1998). According to Richard Carey, aesthetic knowl edge and dangerous knowledge are one in the same in so far that both open the knowledge process to the subjective qualities of lived experiences (p. 303) allowing for alternative ways of thinking and knowing about the world and ourselves. Dangerous knowledge begins with a critical re-examination of identity representation, and uses aesthetics to rupture oppressive thinking that expands beyond art into life worlds (p.303). Therefore, an exploration of dangerous styles of art and aesthetics that relate educational inquiry and Morna McDermott is an practice to life might become sites for trans assistant professor in the formation of self and pedagogy. Collage is one ex Department of Elementary ample of a dangerous style that encourages transfor Education at Towson mation through relational and emergent forms of University, Towson, meaning making. Such transformations, as Paulo Maryland Freire (1998) reminds us, are key to creating demo

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