Palimpsests for reading politics and reconfiguring power within and beyond learning spaces.

With powerful parallels to what Pham identified as developing transformative resistance with students, Wargo and colleagues' intention to engage the unfamiliar and the potentially transgressive highlights critical pedagogical practices for refusing status quo pedagogy. Additionally, Davies argues it is imperative that educators and policymakers alike understand the political and affective nature of teaching and suggests that discounting the embodied, emotional experiences of students and teachers only continues to pathologize individuals deemed different. Just after logging into the online meeting room, each of us - still joining from the comforts of our home office spaces following the shift there due to the COVID-19 pandemic in March 2020 - quickly moved past pleasantries. [Extracted from the article]