ABSTRACT

Franklin-Phipps and Rath experiment with a curricular-pedagogical practice they call collage pedagogy, which they imagine as a means to unstick students and instructors, however temporarily, from whiteness, moving them toward an always-becoming racial literacy. Here collage works as a sustained practice of standing in uncertainty and ambiguity, toward posthuman racial literacies that resist a too easy sense of race. Collage pedagogy makes possible movement toward multiple, related literacies, resisting the (re)production of whiteness and collapsing and disorienting pasts, presents, and futures. This is the experimental, flexible, complex, sometimes incommensurable thinking required for racial literacy in the present moment.