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Simon: A Pedagogy of Public Possibility","","The document presents an editorial-style introduction to a special issue centered on Roger I. Simon’s scholarship and its ongoing influence on education. It frames Simon’s legacy as opening responsibilities toward past and present others, raising major questions about knowledge, responsibility, justice, and pedagogy’s role in addressing historical trauma. It outlines contributions that examine ethical remembrance, emotional reading, archival study, and aesthetic representations through photography and poetry, emphasizing intellectual freedom and hopeful diversity.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/farley-mishra-tarc-remembering-roger-i-simon-a-pedagogy-of-public-possibility/597645/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"pop out","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What is the special issue focused on?","Question",{"text":106,"@type":107},"The special issue gathers work inspired by Roger I. Simon’s legacy and explores its implications for education and public pedagogy.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What kinds of difficulties do the articles aim to address?",{"text":111,"@type":107},"The issue addresses challenges connected to representing traumatic history, including ethical remembrance, the emotional significance of reading history, archival study, and aesthetic representations.",{"name":113,"@type":104,"acceptedAnswer":114},"How does the introduction describe Simon’s influence on educators and readers?",{"text":115,"@type":107},"It portrays Simon’s scholarship as enabling intellectual freedom and as renewing a mandate for education, where readers are invited to engage difficult truths and consider new possibilities through reading and dialogue.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},597645,1792085411,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":29},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Farley & Mishra Tarc, 2014 Canadian Social Studies, Volume 47, No 2  \nRemembering Roger I. Simon: A Pedagogy of Public Possibility  \nLisa Farley  \nFaculty of Education  \nYork University  \n[lfarley@edu.yorku.ca](lfarley@edu.yorku.ca)  \nAparna Mishra Tarc  \nFaculty of Education  \nYork University  \n[amishratarc@edu.yorku.ca](amishratarc@edu.yorku.ca)  \nRoger Simon’s scholarship bequeaths to theorists, teachers, and curators across Canada and beyond a theory of education that opens up responsibilities to past and present others. Writing the call for papers, we were struck by the deep and generative quality of Simon’s legacy, which is mirrored in the diversity of papers included in this issue. The papers gathered for this special issue address many of the difficulties that he dared educators to hold in mind. What Simon opens are big questions for education in a time more often consoled by the promise of solutions, best practices, and evaluation. These are questions about the interpretive quality of knowledge, the meaning of responsibility, justice, and the role of pedagogy in the reparation of historical trauma. Indeed, Simon lived with questions as the ground of his pedagogy, and in their articulation, he leaves behind an absence that is brimming with potential to make social and historical knowledge matter.  \nThis issue gathering works inspired by Simon’s legacy is needed, now, more than ever. We find in Simon’s work a capacity to handle with grace and dignity questions of mass suffering and trauma that affect students and teachers around the world. In this issue readers will find inquiries related to the limits, dilemmas, and stakes of representing traumatic history: ethical questions about practices of remembrance and pedagogy: the emotional significance of reading history: notes on archival study: as well as aesthetic representations in the form of photography and poetry. Across this range of concerns, in form and content, readers will encounter scholars whose work embodies the unmistakable traces of Simon's sense of obligation and care, together with incisive critical thought and judgment. Yet another mark of his influence is found in the sense of intellectual freedom that his work grants to us. Perhaps a testament to Simon’s concern about the repetitions of history, we note a hopeful diversity in the contributions to this volume. No one asks the same question. Because of Simon, each of us has something unique to say and to ask of the past.  \nThe poetic representation opening this special issue bears witness to Simon's enduring commitment to the arts as a means by which history can be otherwise represented, engaged, and renewed. Artistic work offers the possibility of viewing Simon's pedagogy and scholarship in ways that transform language, affect, and image into representations of knowledge that support our capacity to attend to the singularities of others. In the first of three such renditions, Carl Leggo creates a poetic rumination on Simon's influential text Teaching Against the Grain. Leggo  \nFarley & Mishra Tarc, 2014 Canadian Social Studies, Volume 47, No 2  \nwisely meditates on the importance of his work for bringing to scholars concerns of a wild world in their studies of education. Through this undertaking he renews Simon's notion of teaching against the grain as the creative work of using “a grain of salt” for “seasoning the wounds of history.” Within this inspiring memory work of intellectual legacy and difficult human histories, Leggo suggests that the impact of Simon's scholarship is to renew a mandate of education for a new generation of thinkers. This renewed mandate carries the promise of artistic creation in the development of a world more hospitable to others.  \nIn the article,“Learning from Roger Simon: The Work of Pedagogy in the Social Studies Curriculum,” Aparna Mishra Tarc offers a historical trajectory of Simon’s scholarship. Mishra Tarc’s paper traces key turns in Simon’s scholarship that he brought ","cbCaifBxAvsfyG8u","https://ap.wps.com/l/cbCaifBxAvsfyG8u","pdf",64262,"English","# Remembering Roger I. Simon - A Pedagogy of Public Possibility\n## Purpose of the Special Issue\n## Questions Raised for Education\n## Range of Inquiries and Methods\n## Contributions and Themes","[{\"question\":\"What is the special issue focused on?\",\"answer\":\"The special issue gathers work inspired by Roger I. Simon’s legacy and explores its implications for education and public pedagogy.\"},{\"question\":\"What kinds of difficulties do the articles aim to address?\",\"answer\":\"The issue addresses challenges connected to representing traumatic history, including ethical remembrance, the emotional significance of reading history, archival study, and aesthetic representations.\"},{\"question\":\"How does the introduction describe Simon’s influence on educators and readers?\",\"answer\":\"It portrays Simon’s scholarship as enabling intellectual freedom and as renewing a mandate for education, where readers are invited to engage difficult truths and consider new possibilities through reading and dialogue.\"}]","Farley & Mishra Tarc - Remembering Roger I. Simon: A Pedagogy of Public Possibility | PDF"]