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Proposes two core interventions: building psychoanalytic sensibilities so students can access a “freedom to feel,” and strengthening tolerance for discomfort through the capacity to mourn losses. Argues that “knowing ignorance” counters structural ignorance and supports critical, creative solidarity. Concludes with narrative fiction in film and literature as a promising route to transformative classroom dialogue.",{"@graph":69,"@context":122},[70,84,105],{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/unlearning-through-narrative-fiction-toward-a-psychoanalytically-informed-anticolonial-education/600200/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/unlearning-through-narrative-fiction-toward-a-psychoanalytically-informed-anticolonial-education/600200.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main goal for education?","Question",{"text":112,"@type":113},"To promote an emotional confrontation with traumatic, racist, and often unacknowledged history through strategies that make difficult dialogue possible.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author connect psychoanalysis to classroom learning?",{"text":117,"@type":113},"By arguing that psychoanalytic sensibilities help invite a “freedom to feel” into classrooms that often prioritize freedom of thought.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author emphasize discomfort, mourning, and “knowing ignorance”?",{"text":121,"@type":113},"Because confronting traumatic, unacknowledged injustices will be uncomfortable, requiring tolerance and mourning, and because “knowing ignorance” can counter structural ignorance that blocks critical and creative thinking.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600200,1792208697,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | (Un)Learning Through Narrative Fiction: Toward a Psychoanalytically Informed Anticolonial Education |\n| --- | --- |\n|  |  |\n\nJennifer Logue, Southern Illinois University Edwardsville  \nIt is now urgent To dare to know oneself,  \nTo dare to confess to oneself what one is, To dare to ask oneself what one wants to be.  \n–Suzanne Césaire  \nAll that can save you now is your confrontation with your own history; it is not your past, but your present.  \n—James Baldwin  \nAbstract  \nIn this paper I call for an emotional confrontation with our traumatic, racist, and often unacknowledged history. I share ideas, experiences, and pedagogical strategies with which to engage difficult dialogue about difficult knowledge, in such a way as to disarm defense and, potentially inspire anti-racist activism in education and beyond. The first strategy is to develop psychoanalytic sensibilities in education. I argue that this will help us begin to invite the “freedom to feel” into classrooms that customarily prioritize freedom of thought. The second strategy is to insist that a confrontation with traumatic elements of untold history, and unacknowledged racial (and other) injustices in our current reality, will be uncomfortable. I emphasize that we must work on our capacity to tolerate discomfort and develop our capacities to mourn (loss of cherished belief, loss of innocence, loss ofprivilege, among other forms of loss). Third, I argue that “knowing ignorance” can be a powerful antidote to the structural ignorance that has hindered our capacities to think critically and creatively in solidarity with different others. I conclude by suggesting that engagement with narrative fiction in film and literature, is a promising pedagogical approach that enables transformative dialogue to take place. Ishare a few of my favorite films and short stories that have yielded fruitful conversations in my own social justice-oriented classrooms.  \nKeywords: anticolonial education; psychoanalysis; ignorance; acknowledging traumatic histories; unlearning through narrative fiction  \nIn celebration of Juneteenth 2020, The New Yorker featured a page turning article,“The History That James Baldwin Wanted America to See.”1 In it, author Eddie S. Glaude, Jr. writes,“[f]or Baldwin, the past had always been bent in the service of a lie,” and he asks: “Could a true story be told?”2 Glaude reports on how both Martin Luther King, Jr. and Baldwin continued the work of W.E.B. Du Bois, who had dedicated his lifework to confronting and dismantling historical distortions about black folk, and white America alike. Dubois demonstrated that “black people have been kept in oppression and deprivation by a poisonous fog of lies that depicted them as inferior, born deficient, and deservedly doomed to servitude to the grave.”3 In a February 1968 speech dedicated to Dubois, Dr. King orated,“White America, drenched with lies about Negroes, has lived too long in a fog of ignorance.”4 Months later, reflecting on the dangerous and tragic road that led to King’s execution in Memphis, Baldwin questioned whether the country would have the courage to confront its demons.“Could America tell itself the truth about how it had arrived at this moment? And did it have the moral stamina to surrender the comfort of its lies?”5 Baldwin argued that new laws, gestures of sympathy, and acts of racial charity would never suffice to change the course of the country. Something more radical had to be done; a different history had to be told. In this paper, I invite educators to think about how we might heed Baldwin’s call.  \nAs we navigate a new pandemic that has compounded and exposed our older one, the grave structural racial injustices the country has yet to address, and as we traverse the rise of the alt-right here, and around the globe, now more than ever, we must seek to better understand the ways in which too many people have ignored how our white supremacist past permeates our present.6 We must better understa","cbCaicdMLur23xDp","https://ap.wps.com/l/cbCaicdMLur23xDp","pdf",234562,14,"English","# Abstract\n## Developing psychoanalytic sensibilities in education\n## Tolerating discomfort and mourning losses\n## Knowing ignorance as an antidote\n## Narrative fiction as a vehicle for transformative dialogue","[{\"question\":\"What is the paper’s main goal for education?\",\"answer\":\"To promote an emotional confrontation with traumatic, racist, and often unacknowledged history through strategies that make difficult dialogue possible.\"},{\"question\":\"How does the author connect psychoanalysis to classroom learning?\",\"answer\":\"By arguing that psychoanalytic sensibilities help invite a “freedom to feel” into classrooms that often prioritize freedom of thought.\"},{\"question\":\"Why does the author emphasize discomfort, mourning, and “knowing ignorance”?\",\"answer\":\"Because confronting traumatic, unacknowledged injustices will be uncomfortable, requiring tolerance and mourning, and because “knowing ignorance” can counter structural ignorance that blocks critical and creative thinking.\"}]","(Un)Learning Through Narrative Fiction: Toward a Psychoanalytically Informed Anticolonial Education | PDF",1792090224,35]