"Education, Faculty of"@en . "Curriculum and Pedagogy (EDCP), Department of"@en . "DSpace"@en . "UBCV"@en . "Roll, Ofira"@en . "2019-08-13T15:28:57Z"@en . "2019"@en . "Doctor of Philosophy - PhD"@en . "University of British Columbia"@en . "This study explores the playful dialogical process of creating meaning while cooking collaboratively with the teaching staff in a democratic school in Vancouver, British Columbia. All Kindergarten to Grade-12 staff members in the school were invited to participate in this study. Of the 22 staff, 16 chose to participate in yearlong gatherings in which we cooked collaboratively while sharing, reflecting, questioning, and creating meaning with one another\u00E2\u0080\u0099s practices, beliefs, and narratives.\r\nThrough this artistic socially engaged and participatory research, a new meaning of democratic education was created together and apart. These methodologies invited the staff to be equal participants in complicated conversations within and beyond the walls of the school, as mentors, members in the community, teachers, friends, parents, artists, and at times participant researchers. The four gatherings throughout the year were video and audio-recorded. They included complicated conversations while collaborative cooking took place. The entry and exit small group interviews were also audio-recorded. Those gatherings and interviews assisted participants in creating a new meaning of democratic education for them as collective and as relational individuals.\r\nThis study situated complicated conversations and cooking collaboratively as an inquiry that focused on creating meaning in which dialogue could engage the community with topics they deemed important. Through cooking and feasting together, we held the intention of creating trusted space with a sense of nurturing and hospitality in which we encountered difficult knowledge together while creating meaning of democratic education.\r\nThis study may contribute to a greater understanding of democratic education. It offers the understanding that a school community (a) can support an ongoing process of dialogic culture; (b) benefits from engaging in an artistic collaborative process while sharing nurturing spaces that holds feasts; and (c) is capable of making democratic practices for personal growth, compassion, sense of agency, and democratic structures within a community, available and tangible for Kindergarten to Grade-12 students, staff, and families at the individual and collective spheres on the local and global level."@en . "https://circle.library.ubc.ca/rest/handle/2429/71275?expand=metadata"@en . "\tDIALOGUE\tIN\tRADICAL\tHOSPITALITY:\tCREATING\tMEANING\tOF\tDEMOCRATIC\tEDUCATION\tTHROUGH\tDIALOGIC\tCOOKING\t\tby\t\tOFIRA\tROLL\t\tB.Ed.,\tKibbutzim\tCollege\tof\tEducation,\t2002\tM.A.,\tUniversity\tof\tPittsburgh,\t2009\t\tA\tDISSERTATION\tSUBMITTED\tIN\tPARTIAL\tFULFILLMENT\tOF\t\tTHE\tREQUIREMENTS\tFOR\tTHE\tDEGREE\tOF\tDOCTOR\tOF\tPHILOSOPHY\tin\tTHE\tFACULTY\tOF\tGRADUATE\tAND\tPOSTDOCTORAL\tSTUDIES\t\t(Curriculum\tStudies)\tTHE\tUNIVERSITY\tOF\tBRITISH\tCOLUMBIA\t(Vancouver)\t\t\t\tAugust\t2019\t\u00C2\u00A9\tOfira\tRoll,\t2019\t\t ii\tThe\tfollowing\tindividuals\tcertify\tthat\tthey\thave\tread,\tand\trecommend\tto\tthe\tFaculty\tof\tGraduate\tand\tPostdoctoral\tStudies\tfor\tacceptance,\tthe\tdissertation\tentitled:\tDialogue\tin\tRadical\tHospitality:\tCreating\tMeaning\tof\tDemocratic\tEducation\tthrough\tDialogic\tCooking\t \t \t \t \t \t \t \t \t \t \t \tsubmitted\tby\t\t\t Ofira\tRoll\t\t \t in\tpartial\tfulfillment\tof\tthe\trequirement\tfor\t\tthe\tdegree\tof\t\t\t Doctor\tof\tPhilosophy\t \t \t \t \t \t \t \tin\t\t \t \t Curriculum\tStudies\t \t \t \t \t \t \t \t \tExamining\tCommittee:\tRita\tIrwin,\tCurriculum\tStudies\tSupervisor\tShauna\tButterwick,\tEducation\tStudies\tSupervisory\tCommittee\tMember\tWilliam\tPinar,\tCurriculum\tStudies\tSupervisory\tCommittee\tMember\tHsiao-Cheng\tSandrine\tHan,\tCurriculum\tStudies\tUniversity\tExaminer\tSamuel\tDavid\tRocha,\tEducational\tStudies\tUniversity\tExaminer\tChristine\tBallengee\tMorris,\t\tExternal\tExaminer\t\t iii\tAbstract\tThis\tstudy\texplores\tthe\tplayful\tdialogical\tprocess\tof\tcreating\tmeaning\twhile\tcooking\tcollaboratively\twith\tthe\tteaching\tstaff\tin\ta\tdemocratic\tschool\tin\tVancouver,\tBritish\tColumbia.\tAll\tKindergarten\tto\tGrade-12\tstaff\tmembers\tin\tthe\tschool\twere\tinvited\tto\tparticipate\tin\tthis\tstudy.\tOf\tthe\t22\tstaff,\t16\tchose\tto\tparticipate\tin\tyearlong\tgatherings\tin\twhich\twe\tcooked\tcollaboratively\twhile\tsharing,\treflecting,\tquestioning,\tand\tcreating\tmeaning\twith\tone\tanother\u00E2\u0080\u0099s\tpractices,\tbeliefs,\tand\tnarratives.\tThrough\tthis\tartistic\tsocially\tengaged\tand\tparticipatory\tresearch,\ta\tnew\tmeaning\tof\tdemocratic\teducation\twas\tcreated\ttogether\tand\tapart.\tThese\tmethodologies\tinvited\tthe\tstaff\tto\tbe\tequal\tparticipants\tin\tcomplicated\tconversations\twithin\tand\tbeyond\tthe\twalls\tof\tthe\tschool,\tas\tmentors,\tmembers\tin\tthe\tcommunity,\tteachers,\tfriends,\tparents,\tartists,\tand\tat\ttimes\tparticipant\tresearchers.\tThe\tfour\tgatherings\tthroughout\tthe\tyear\twere\tvideo\tand\taudio-recorded.\tThey\tincluded\tcomplicated\tconversations\twhile\tcollaborative\tcooking\ttook\tplace.\tThe\tentry\tand\texit\tsmall\tgroup\tinterviews\twere\talso\taudio-recorded.\tThose\tgatherings\tand\tinterviews\tassisted\tparticipants\tin\tcreating\ta\tnew\tmeaning\tof\tdemocratic\teducation\tfor\tthem\tas\tcollective\tand\tas\trelational\tindividuals.\tThis\tstudy\tsituated\tcomplicated\tconversations\tand\tcooking\tcollaboratively\tas\tan\tinquiry\tthat\tfocused\ton\tcreating\tmeaning\tin\twhich\tdialogue\tcould\tengage\tthe\tcommunity\twith\ttopics\tthey\tdeemed\timportant.\tThrough\tcooking\tand\tfeasting\ttogether,\twe\theld\tthe\tintention\tof\tcreating\ttrusted\tspace\twith\ta\tsense\tof\tnurturing\tand\thospitality\tin\twhich\twe\tencountered\tdifficult\tknowledge\ttogether\twhile\tcreating\tmeaning\tof\tdemocratic\teducation.\tThis\tstudy\tmay\tcontribute\tto\ta\tgreater\tunderstanding\tof\tdemocratic\teducation.\tIt\toffers\tthe\tunderstanding\tthat\ta\tschool\tcommunity\t(a)\tcan\tsupport\tan\tongoing\tprocess\tof\tdialogic\tculture;\t(b)\tbenefits\tfrom\tengaging\tin\tan\tartistic\tcollaborative\tprocess\twhile\tsharing\tnurturing\tspaces\tthat\tholds\tfeasts;\tand\t(c)\tis\tcapable\tof\tmaking\tdemocratic\tpractices\tfor\tpersonal\tgrowth,\tcompassion,\tsense\tof\tagency,\tand\tdemocratic\tstructures\twithin\ta\tcommunity,\tavailable\tand\ttangible\tfor\tKindergarten\tto\tGrade-12\tstudents,\tstaff,\tand\tfamilies\tat\tthe\tindividual\tand\tcollective\tspheres\ton\tthe\tlocal\tand\tglobal\tlevel.\t\t iv\tLay\tSummary\tDemocratic\teducation\tsupports\tindividual\tand\tthe\tcollective\tto\texplore,\tcollaborate,\tand\texpress\ttheir\tevolving\tself.\tIn\tthe\tcontext\tof\tthis\tstudy,\tdialogue\tpaves\tway\tto\tencounter\teach\tother\tauthentically\tand\tto\tengage\tin\tcomplicated\tconversations\tand\tmeaning\tmaking.\tThrough\tcollaborative\tcooking\tand\tfeasting\ttogether,\tthe\tshared\texperience\toffered\tus\treflective\tpauses,\tchallenged\tus\tto\tlisten\tdeeply,\tand\tallowed\tus\tto\tdwell\tin\tthe\tbecoming\tas\tindividuals\tand\tas\ta\tcollective.\tThis\tprocess\tilluminated\tthat\topenness,\tadaptiveness,\tunfinishness,\thumility,\tand\tcommunity\tenable\tus\tto\tfully\tengage\tin\tan\tongoing\texploration\tfor\tthe\tsake\tof\tthe\tjourney\tin\tits\town\tunique\tcontext.\t\t\t v\tPreface\tThis\tthesis\tis\toriginal,\tindependent\twork\tby\tthe\tauthor,\tOfira\tRoll.\tThis\tthesis\tis,\tto\tthe\tbest\tof\tthe\tauthor\u00E2\u0080\u0099s\tknowledge,\tunpublished,\texcept\twhere\treferences\tare\tmade\tto\tprevious\twork\t(e.g.,\tRoll,\t2014,\t2017a,\t2017b).\tI\tdesigned\tand\tconducted\tthe\tresearch\tprocess,\tanalyzed\tthe\tdata,\tand\twrote\tthis\tdissertation\tfollowing\tguidance\tfrom\tcommittee\tmembers\tand\tothers\twhom\tI\trecognize\tin\tthe\tAcknowledgements\tsection\tof\tthis\treport.\tThis\tresearch\treceived\ta\tcertificate\tof\tapproval\tfrom\tthe\tUniversity\tof\tBritish\tColumbia,\tOffice\tof\tResearch\tServices\ton\tNovember\t9,\t2015.\tThe\tUBC\tBehavioural\tResearch\tEthics\tBoard\tcertificate\tnumber\tis\tH15-02467.\t\t vi\tTable\tof\tContents\tAbstract\t..................................................................................................................................................................\tiii\tLay\tSummary\t.......................................................................................................................................................\tiv\tPreface\t.....................................................................................................................................................................\tv\tTable\tof\tContents\t................................................................................................................................................\tvi\tList\tof\tFigures\t.....................................................................................................................................................\tviii\tAcknowledgements\t...........................................................................................................................................\tix\tChapter\t1:\tA\tBeginning\t.......................................................................................................................................\t1\tPositioning\tMyself\tas\ta\tDemocratic\tSchool\tAlly\t....................................................................................................\t9\tChapter\t2:\tThe\tStory\tof\tWindsor\tHouse\tCommunity\tand\tits\tExtended\tDemocratic\tEducation\tFamily\t...............................................................................................................................................\t15\tWindsor\tHouse\t.................................................................................................................................................................\t17\tDemocratic\tEducation\t...................................................................................................................................................\t23\tChapter\t3:\tAssembling\tDialogue\tand\tArtistic\tSocially\tEngaged\tCollaboration\t............................\t33\tUnderstanding\tDialogue\t...............................................................................................................................................\t34\tBuber\t............................................................................................................................................................................\t35\tBakhtin\t.........................................................................................................................................................................\t41\tArendt\t...........................................................................................................................................................................\t47\tBohm\t.............................................................................................................................................................................\t52\tBiesta\t............................................................................................................................................................................\t59\tArtistic\tSocially\tEngaged\tCollaboration\t................................................................................................................\t68\tChapter\t4:\tTabouleh\tMethodologies\t...........................................................................................................\t80\tBeing\twith\tA/r/tographic\tInquiry\t...........................................................................................................................\t81\tDemocracy\tin\tSchools?\tWhat?\t...................................................................................................................................\t94\tUndertaking\tthe\tStudy\t..................................................................................................................................................\t96\tStage\t1:\tSmall-group,\tunstructured\tentry\tinterviews\t.............................................................................\t96\tStage\t2:\tGroup\tmeetings\twhile\tcooking\tcollaboratively\t........................................................................\t96\tStage\t3:\tSmall-group\tor\tindividual\tunstructured\texit\tinterviews\t......................................................\t97\tFirst\tinterview\t\u00E2\u0080\u0093\tDecember\t9,\t2015\t................................................................................................................\t97\tSecond\tinterview\t\u00E2\u0080\u0093\tDecember\t14,\t2015\t........................................................................................................\t98\tThird\tinterview\t\u00E2\u0080\u0093\tDecember\t15,\t2015\t...........................................................................................................\t99\tFourth\tinterview\t\u00E2\u0080\u0093\tDecember\t17,\t2015\t.........................................................................................................\t99\tFifth\tinterview\t\u00E2\u0080\u0093\tJanuary\t11,\t2016\t...............................................................................................................\t100\tIngredients\tare\tready\tfor\tour\tcooking\t........................................................................................................\t101\tChapter\t5:\tI\tAm\tHere\tWith\tYou\t..................................................................................................................\t103\tIndividual,\tCollective,\tand\tDemocratic\t................................................................................................................\t107\tBeing\tWith,\tListening,\tand\tAssisting\t....................................................................................................................\t118\tFrom\tComplicated\tConversations\tto\tDialogue\t................................................................................................\t130\tInterruption\tWings\tLook\tfor\tAdaptation\tBranches\t.......................................................................................\t140\tConsent\tCulture\tand\tDialogical\tSkill\tSet\t.............................................................................................................\t142\tReminding\tUs\tto\tBe\tOur\tOwn\tGuest\tWithin\tHospitality\t.............................................................................\t146\tChapter\t6:\tRadical\tHospitality\tis\tthe\tHost\t..............................................................................................\t154\tRadical\tHospitality\tThen\tand\tNow\t.......................................................................................................................\t159\tRadical\tHospitality\tin\tthe\tEyes\tof\tDemocracy\t.................................................................................................\t163\t\t vii\tArt\tas\tan\tInterruption\u00E2\u0080\u0094Laying\tthe\tGroundwork\tfor\tDialogue\t................................................................\t164\tRadical\tHospitality\tMeets\tDialogue\t......................................................................................................................\t168\tChapter\t7:\tThe\tEnd\tof\tthe\tBeginning\t.......................................................................................................\t171\tSalatim,\tSeh-oo-da,\tTeh,\tand\tDemocratic\tEducation\t....................................................................................\t174\tSalatim\t.......................................................................................................................................................................\t174\tSeh-oo-da\t.................................................................................................................................................................\t176\tTeh\t..............................................................................................................................................................................\t178\tHow\tCan\tDemocratic\tEducation\tbe\tDone\tand\tWhat\tis\tNext?\t....................................................................\t180\tBe\tit\tand\tLive\tit\t..............................................................................................................................................................\t183\tFuture\tThoughts\t...........................................................................................................................................................\t184\tFuture\timplications\tfor\tWindsor\tHouse\t.....................................................................................................\t184\tFuture\timplications\tfor\tmainstream\teducation\t......................................................................................\t184\tImplications\tfor\tfuture\tresearch\t....................................................................................................................\t187\tFuture\timplications\tfor\tsocially\tengaged\tart-based\tpractices\t..........................................................\t187\tKeeping\ta\tsense\tof\tawe,\twonder,\tand\tgratitude\t......................................................................................\t188\tReferences\t........................................................................................................................................................\t191\tAppendix\tA:\tInvitation\tLetter\t.....................................................................................................................\t206\tAppendix\tB:\tConsent\tForm\t..........................................................................................................................\t207\tAppendix\tC:\tUnstructured\tQuestions\tfor\tCreating\tMeanings\tof\tDemocratic\tEducation\tInterview\t...........................................................................................................................................................\t210\tAppendix\tD:\tUnstructured\tQuestions\tReflective\tInterview\t.............................................................\t211\t\t\t viii\tList\tof\tFigures\tFigure\t1.\tBecoming\ta\ttablecloth.\tPhoto\tby\tOfira\tRoll.\t...........................................................................\t1\tFigure\t2.\tWindsor\tHouse\tWelcome\tSign.\tPhoto\tby\tOfira\tRoll.\t.......................................................\t15\tFigure\t3.\tTabbouleh\tbeing.\tPhoto\tby\tOfira\tRoll.\t....................................................................................\t33\tFigure\t4.\tThe\thuman\tcondition.\tBy\tOfira\tRoll.\t.......................................................................................\t38\tFigure\t5.\tLiving\tmetaphorically.\tPhoto\tby\tOfira\tRoll.\t.........................................................................\t80\tFigure\t6.\tHospitality.\tPhoto\tby\tOfira\tRoll.\t..............................................................................................\t103\tFigure\t7.\tRadial\tHospitality.\tPhoto\tby\tOfira\tRoll.\t..............................................................................\t154\tFigure\t8.\tInterruptions.\tPhoto\tby\tOfira\tRoll.\t........................................................................................\t171\t\t\t\t ix\tAcknowledgements\tIdo\tThis\tjourney\tof\tnurturing\tself\tin\trelation\tto\tothers\tis\ta\tfruit\tof\ta\ttrustful\tdialogue\twith\tyou\tmy\tdear\tpartner,\twho\tis\tbrave\tenough\tto\tcontinue\texploring\twith\tme\tnew\tmeaning,\tnew\tbeginnings,\tand\ttruths.\tOmile,\tOreni,\tYuvali\tThank\tyou\tfor\tmaking\tme,\tEe-ma.\tI\tam\tthankful\tfor\teach\tday\tin\tmy\tlife\twith\teach\tof\tyou.\tYou\tinvite\tme\tto\tcome\tfrom\tmy\theart\tand\talways\tremind\tme\tto\twalk\tmy\ttalk.\tMiriam\tand\tIsrael\tCohen\tEe-ma\tand\tAba,\tI\tlove\tyou\tall\tmy\tlife.\tDganiti,\tMeravi,\tAharonile\tGrowing\tup\twith\teach\tof\tyou\tmy\tsisters\tand\tbrother\thas\tmade\tme\ta\tbetter\thuman.\tMemke\tYou\tare\tthe\tsource\tof\twho\tI\tam.\tJoee,\tLiora,\tDebbile,\tAdriana,\tJenny,\tRosemary,\tJudith,\tMeghan,\tMaya,\tTzipi,\tKristi,\tLaurie,\tSue\t\tOn\tsunny\tdays,\ton\tdarker\tdays,\tor\ton\tany\tother\tday,\tI\tfeel\thugged\tby\tyour\ttrust\tand\twisdom\tto\tvoice\tmy\tvoice\tin\trelation\tto\tyours\tin\tthe\tworld.\tDora,\tKerena,\tYochile,\tDorile\tMy\tadopted\tsisters\tand\tbrothers,\tmy\tinner\tvoice\toften\tchecks\twhat\teach\tof\tyou\twould\tsuggest\tat\tthis\tmoment.\t\tBen-Shoshanim,\tCohenim,\tAlperinim,\tFlicherim,\tZagurim\tYou\tare\tmy\ttribe\tthat\tI\tbring\twith\tme\tto\tany\tcommunity\tI\tjoin\tor\tco-create.\tYaacov\tand\tShirley\tThank\tyou\tfor\tinviting\tme\tyears\tago\tto\tthe\tdemocratic\teducation\tgang.\tWindsor\tHouse\t&\tIntentional\tCommunity\tWhere\tI\tam\twelcome\tto\tbe\twhatever\tI\tam\tin\tany\tgiven\tmoment.\tRita,\tBill,\tShauna\tWho\tchoose\tto\tlisten,\tchallenge,\tinspire,\tand\tnurture.\tFriends\tand\tneighbours\tWho\tunderstand\tthe\tsmall\tsteps\tof\tdaily\tlife.\tGloria\tYour\tpractice\tand\tothers\tat\tSemperviva\tmade\tthis\tjourney\tpossible,\tSat\tNam.\t\tBasia\tFor\tbelieving\tin\tme\tthat\tI\twill\treach\tthis\tmoment\tfrom\tmy\tfirst\tday\tat\tUBC.\tShanaya\t\tYour\tsupport\tbehind\tthe\tscenes\tis\tappreciated.\t 1\tChapter\t1:\tA\tBeginning\t\t\t\tFigure\t1.\tBecoming\ta\ttablecloth.\tPhoto\tby\tOfira\tRoll.\t\t\t\u00E2\u0080\u009CThe\tnew\tbeginning\tinherent\tin\tbirth\tcan\tmake\titself\tfelt\tin\tthe\tworld\tonly\tbecause\tthe\tnewcomer\tpossesses\tthe\tcapacity\tof\tbeginning\tsomething\tanew,\tthat\tis,\tof\tacting\u00E2\u0080\u009D\t(Hannah\tArendt,\t1958,\tp.\t9)\t\t \t\t 2\tSewing\tx\tafter\tx\trealizing\tthere\tare\tmany\tways\tto\tsew\tmeaning.\t\tSewing\tx\tafter\tx.\t\twhere\tdialogue\tand\thospitality\tcome\ttogether\tto\tcreate\ta\tnew\tmeaning\tof\tdemocratic\teducation.\t\tAt\tthe\tbeginning\tof\tmaking\tthe\ttablecloth,\tI\tchose\tto\tdo\tthe\tsame\tpattern\tover\tand\tover\tin\tthe\tsame\tway,\tuntil\tthe\tsewing\tthread\tended\tand\tI\tcould\trestart\tfrom\ta\tdifferent\tdirection.\t\tIt\tled\tme\tto\ta\tdifferent\tpattern.\tA\tpattern\tthat\tdisturbs,\tinterrupts,\tand\tcreates\tan\topportunity\tto\ta\tnew\tway\tfor\t\tmeaning\tmaking.\t\tThe\tnew\tpattern,\tas\tin\tdialogue,\tinvites\tunknowns,\tmistakes,\tand\teven\tfailures.\t\tSewing\tx\tafter\tx,\twonders\tcome,\tx\tafter\tx,\tis\tit\ta\tmistake\tor\tsimply\ta\tdifferent\tway\tof\tdoing\tit,\tof\tbeing\tit,\tof\tunderstanding\tit?\tWhat\tis\ta\tfailure\tand\twho\tis\tto\tdefine\tit\tas\tone?\t\tContinuing\tx\tafter\tx\tsewing\tnew\tmeaning,\tnew\tbeginnings\u00E2\u0080\u00A6\tI\topen\tthis\tthesis\twith\tthe\tSewing\tX\tAfter\tX\tpiece,\twhich\tI\twrote\tduring\tmy\ta/r/tographic\tjourney.\tMaking\ta\ttablecloth\tplayed\ta\tnurturing\trole\twithin\tthis\tlonely\tprocess\tof\twriting\ta\tdissertation,\tespecially\twhen\trelationality\tis\tdiscussed\tand\tstudied\tbut\tmay\tnot\talways\tbe\tpresent\tin\tthe\tlived\texperience\t(Irwin,\t2004).\tI\tfound\tmaking\tthe\ttablecloth\tto\tbe\tlike\tthe\tdialogical\trelationships\tI\tencountered\tat\tWindsor\tHouse\twhere\tthis\tstudy\tresides.\tThe\twriting\tprocess\tof\tthis\tstudy\ttook\tplace\tover\tseveral\tyears.\tMy\tunderstanding\tof\tdialogue,\thospitality,\tartistic\tcollaboration,\tdemocratic\teducation,\tand\tradical\thospitality\tdeveloped\tover\ttime,\teach\tdeveloping\tduring\tdifferent\tphases\tin\tmy\tinquiry.\tAs\tPinar\t(1994)\tdescribes\tthe\tconcept\tof\tcurriculum\tas\tcurrere,\tmy\tclaim\tis\tthat\tthe\twriting\tof\tthis\tdissertation\tis\tmuch\tlike\tthat\tof\tcurrere,\tas\tit\treflects\tthe\tpast,\tcontinues\ton\tinto\tthe\tpresent,\tand\tconsiders\tthe\tfuture.\tAs\tPinar\u00E2\u0080\u0099s\t(1994)\tnotion\tof\tcurrere\toffers,\tin\tthis\tprocess\tof\twriting,\tI\tslowed\tdown,\tre-entered\tthe\tpast,\tand\twrote\twhatever\tsurfaced.\tLater,\tI\tturned\tto\tan\timagined\tfuture\tthat\tallowed\tme\tto\tconceive\tof\twhat\twould\tcome\tnext\tin\tterms\tof\tunderstanding,\tquestions,\tand\thope.\tNext,\tI\texperienced\tan\tanalytic\tmoment,\twhen\tI\tanalyzed\twhat\tarose\tfrom\tthe\tpast\tand\twhat\tI\thad\timagined\tfor\tthe\tfuture\tinto\tan\tunderstanding\tof\tthe\tpresent.\tLast,\tI\tre-entered\tthe\tlived\tpresent\tand\tpulled\tit\tall\ttogether\tin\twriting.\t\t 3\tParticipants\u00E2\u0080\u0099\tvoices\twithin\tthis\tthesis,\tincluding\tmine,\tare\tjustified\ttoward\tthe\tright\tside\tof\tthe\tpage,\tand\tall\tquotes\tare\titalicized.\tThis\tsame\tformat\tis\tused\tfor\tlarge\tquotations\tfrom\tothers\u00E2\u0080\u0099\tvoices,\tsuch\tas\ttheorists,\tphilosophers,\tand\teducationalist;\tthis\tis\tto\tremind\treaders\tof\tmy\tunderstanding\tthat\tthe\tnotion\tof\t\u00E2\u0080\u009Cthe\tright\tway\tto\tdo\tor\tact\u00E2\u0080\u009D\tis\tnot\tnecessary\tin\tthe\tstory\tof\tWindsor\tHouse.\tThus,\teach\tvoice\tholds\tone\tvote,\tno\tmatter\twhat\trole\tone\thas\tin\tthe\tstudy,\tin\tWindsor\tHouse,\tor\tin\tthe\tworld.\tI\tam\taware\tof\tthe\tfact\tthat\tmany\twould\tnot\texperience\tthe\tworld\tin\tthis\tway,\tgiven\tthat\tpower\tstructures\tare\tpresent.\tHowever,\tI\twrite\twith\tthe\tview\tthat\teach\tvoice\thas\tone\tvote,\tno\tmatter\twhat.\tI\tchose\tthis\tvisual\tpositioning\tpurposefully,\tas\tit\trelates\tto\tmany\texperiences\tI\thave\thad\tas\ta\tHebrew\tspeaker\twithin\tan\tEnglish-dominant\tculture.\tBy\tjustifying\tmy\twriting\tto\tthe\tright\tside\tof\tthis\tthesis,\tI\tam\tencouraging\treaders\tto\tquestion:\tis\tit\tright\tto\twrite\ton\tthe\tright,\tis\tit\twrong,\tor\tis\tit\tdifferent?\tThat\tbeing\tsaid,\tI\tam\taware\tof\tthe\tfact\tthat\tit\tis\tneither\tright\tnor\twrong.\tGiven\tthat\tmy\tsignature\tis\tin\tHebrew,\tI\tsign\tfrom\tright\tto\tleft,\tand\tI\thave\theard\tpeople\tcomment,\t\u00E2\u0080\u009COh,\tyou\tsign\tfrom\tthe\twrong\tside.\u00E2\u0080\u009D\tI\thave\tto\tadmit\tthat\there,\tin\tVancouver,\tI\ttend\tto\thear\tcomments\tsuch\tas,\t\u00E2\u0080\u009CYou\tsign\tfrom\tthe\tother\tside.\u00E2\u0080\u009D\tSometimes\tpeople\tuse\tthe\tterms\topposite\tor\tdifferent.\t\tThis\tdissertation\tis\tcontextualized\tand\twritten\tat\ta\tparticular\ttime\tand\tplace,\tthat\tis,\ta\ttransitional\ttime\tto\ta\tnew\tcurriculum\tin\telementary\tand\tsecondary\teducation\tin\tBritish\tColumbia.\tMoreover,\tI\tlive\tand\twork\ton\tunceded\tand\ttraditional\tterritories\tof\tthe\tx\u00CA\u00B7m\u00C9\u0099\u00CE\u00B8kw\u00C9\u0099y\u00CC\u0093\u00C9\u0099m\t(Musqueam),\tSkwxw\u00C3\u00BA7mesh\t(Squamish),\tand\tS\u00C9\u0099lil#w\u00C9\u0099ta\u00C9\u00AC\t(Tsleil-Waututh)\tNations.\tI\tam\talso\taware\tthat\tmany\teducational\tsystems\thave\tbeen\tasked\tto\tfocus\ton\tlearning\tthat\tis\taccountable\tand\tevidence\tbased\t(Biesta,\t2006).\tThis\thas\tmeant\tthat\teducators\tand\tadministrators\thave\tbeen\tasked\tto\timplement\tevidence-based\tstrategies\tin\twhich\tlearning\tcan\tbe\tmeasured,\tcategorized,\tcompared,\tand\tlabelled.\tAs\tBiesta\t(2018)\telaborates,\t\tThey\tmay\twell\twonder\thow,\tin\ta\trather\tshort\tperiod\tof\ttime,\talmost\tthe\tentire\tglobe\tbecame\tobsessed\twith\tmeasurable\tlearning\toutcomes,\twith\tleague\ttables,\twith\tcomparison\tand\tcompetition,\tand\twith\tcreating\teducation\tsystems\tthat,\tin\tthe\tname\tof\tlofty\tambitions\tsuch\tas\tthat\tevery\tchild\tsupposedly\tmatters,\twere\tactually\tproducing\t\t 4\tinsurmountable\thierarchies\tand\tinequalities\twhere\tfew\tcould\twin\tand\tmany\twould\tlose.\t(p.\t12)\tThe\targuments\tabout\tthe\timportance\tof\tmeasurements\tand\tevidence\tin\teducation\testablish\tan\tenvironment\twithout\tmuch\tspace\tfor\tcreating\tmeaning,\texperiencing\tuncertainty,\tholding\tdialogue,\tdoing\tart\tfor\tthe\tart\u00E2\u0080\u0099s\tsake\t(Biesta,\t2018),\tand\tsimply\tbeing.\tWindsor\tHouse\tis\ta\tlived\texample\tfor\ta\tpublic\tschool\tat\twhich\tthere\tis\tmuch\tspace\tfor\tcreating\tmeaning\tand\tdoing\tart\tfor\tcreating\tnew\tknowledge,\tall\ttoward\texperiencing\tuncertainty.\tIn\tthe\tfall\tof\t2015,\tthe\tProvince\tof\tBritish\tColumbia\tbegan\ta\t3-year\tprocess\tof\ttransitioning\tto\ta\tnew\tcurriculum.\tIn\tparallel,\tthe\tVancouver\tSchool\tBoard\t(VSB)\tfollowed\tthe\tcurrent\tregulations:\tas\ta\tresult,\tnew\tand\told\tclashed\twith\tone\tanother.\tThis\tgradual\ttransitioning\tto\ta\tstudent-centred\teducation\tsystem\tholds\tthe\thope\tof\tmeeting\tevery\tstudent\u00E2\u0080\u0099s\tgoals\tand\tneeds.\tYet,\tthe\tVSB\twebsite\tdeclares,\tThe\tgoals\tof\tthe\trevisions\thave\tincluded\tensuring\tour\tstudents\tget\tthe\tskills\tthey\tneed\tto\tsucceed\tin\tour\tchanging\tworld,\tand\tmaking\tsure\tthat\tteachers\tcan\tdeliver\tthe\tcurriculum\tefficiently\tand\teffectively.\tThe\tnumber\tof\tlearning\toutcomes\thas\tbeen\treduced,\tproviding\tmore\ttime\tand\tflexibility\tfor\tstudents\tto\texplore\ttopics\tin\tdepth.\t(Government\tof\tBritish\tColumbia,\tn.d.,\tpara.\t1)\tWith\tthose\tchanges\tand\tgoals,\timportant\tquestions\tstill\tremain\topen.\tIn\twhat\tways\tare\tthe\tgoals\tof\tthe\tnew\tcurriculum\tdifferent\tand\tinnovative\tin\trelation\tto\tthe\tprevious\tcurriculum?\tWhat\tdoes\tit\toffer\tto\tthe\teducation\texperience\tthat\twas\tnot\tthere\tbefore?\tWhat\tnew\tconnections\tare\tmade\tin\tthe\tnew\tcurriculum\tto\texperiencing\tdemocratic\tprinciples\tbeyond\tthe\tindividual\tskills\tand\toutcomes\twhile\tsecuring\ta\tpath\tto\tsuccess\tthat\tincludes\tcompassion,\ta\tsense\tof\tagency,\tand\tdemocratic\tstructures\twithin\ta\tcommunity?\tIn\twhat\tways\tdoes\tthe\tnew\tcurriculum\tshift\tits\tmain\tgoals\tof\twhat\teducation\tproduces\tto\twhat\teducation\tmeans?\tThe\tnew\tBritish\tColumbia\t(BC)\tcurriculum\tgoals\tuse\tpedagogies\tof\tinquiry-based\tand\tself-regulated\tlearning\tthat\tmay\tallow\tfor\ta\tmore\tflexible\tand\tinnovative\tstudying\tenvironment.\tAt\tthe\tsame\ttime,\tthe\tnew\tcurriculum\tfocuses\ta\tlot\ton\tindividual\texperiences,\tknowledge,\tskills,\toutcomes,\tand\tthe\tability\tto\tsucceed.\tIt\tfocuses\tmainly\ton\t\t 5\tlearning\tachievements\twith\toutcomes\tand\tstructure\tas\topposed\tto\tstaying\tattuned\tto\tthe\tprocess\tof\texperiencing\tand\tbeing\tin\tthe\tworld.\t\tAlthough\tthe\tnew\tBC\tcurriculum\tbrings\tgrand\tideas\tfor\tfuture\tchanges,\twhich\tare\tcomputer-based\tindividual\tstudy,\teconomic\tadaptations\tare\tneeded\tto\tmeet\tthese\tplans\tin\tschools.\tMany\tschools\tmust\tfocus\ton\ta\tlack\tof\tessential\tequipment\tsuch\tas\tcomputers\tbefore\tdetermining\twhat\tto\tdo\twith\tthose\tcomputers\t(Woo,\t2016).\tIn\taddition,\tthere\tis\tanother\timportant\targument\tregarding\tthis\tnew\tcurriculum,\tthat\tis,\tthis\tbrand\tnew\tcurriculum\tis\tinformed\tby\tneoliberal\tagenda\tthat\tdevaluated\tthe\trole\tof\tteachers,\tas\tSteeves\t(2012)\tdiscusses,\t\tA\tVision\tfor\t21st\tCentury\tEducation\tpromotes\ta\tvision\tof\tschooling\tthat\tis\tlargely\ta\tneoliberal\tand\tmanagerialist\tenterprise\tthat\trelegates\tteachers\tand\tteaching\tto\tsubordinate\troles\twithin\tprocesses\tof\tpolicy\tdevelopment\tand\tpolicy\timplementation\t\u00E2\u0080\u00A6\ta\tvision\tfor\t21st\tCentury\tEducation:\t\u00E2\u0080\u0098learnification\u00E2\u0080\u0099\ttranslates\tand\treduces\tpublic\teducation\tto\tterms\tof\t\u00E2\u0080\u0098learners\u00E2\u0080\u0099\tand\t\u00E2\u0080\u0098learning,\u00E2\u0080\u0099\tand\t\u00E2\u0080\u0098accountingization\u00E2\u0080\u0099\tre-imagines\tteachers\u00E2\u0080\u0099\twork\tas\t\u00E2\u0080\u0098that\twhich\tcan\tbe\tcounted.\u00E2\u0080\u0099\t(p.\tii)\tIt\tis\timportant\tto\tnotice\tthat\tthe\tnew\tcurriculum\tstill\toffers\tpurposes\tand\tgoals\tof\tthe\tprevious\tphilosophy\tof\teducation.\tSchools\tare\tstill\tasked\tto\toutline\twhat\tthey\tcan\toffer\tto\tstudents\tand\tare\tnot\tasked\tto\tinquire\tand\texplore\twith\tstudents.\tAlongside\tmainstream\teducation,\tthere\tare\talternative\tsystems.\tOne\tof\tthese\tsystems\tis\tknown\tas\tDemocratic\tEducation\u00E2\u0080\u0094an\talternative\tto\tthe\tlearning\tmarathon\tthat\tis\toffered\tby\tmainstream\tschools.\tDemocratic\tschool\tcharacteristics\tinclude,\tfor\tinstance,\tno\tgrades\tbut\tpersonal\tevaluations,\tno\tset\tclass\tschedules\tbut\tindividual\tschedules,\tno\thierarchical\tpunishments\tbut\tcommunity\tgovernment\twith\trules\tthat\tcan\tbe\tchanged\tby\tmembers\tof\tall\tages\tin\tthe\tschool\tcommunity\t(Hecht,\t2010).\tThis\tstudy\texplored\ta\tspecific\tdemocratic\tschool\tin\tNorth\tVancouver,\tBritish\tColumbia,\tCanada:\tWindsor\tHouse\tSchool.\tI\thave\tbeen\tgranted\tpermission\tto\tidentify\tthe\tschool\tby\tits\tname.\tAs\ta\tdemocratic\tschool,\tit\thas\tsimilar\tcharacteristics\tto\tdemocratic\tschools\tworldwide.\tAs\tdescribed\ton\tthe\tWindsor\tHouse\twebsite,\tthe\tcore\tprinciples\tof\tWindsor\tHouse\tSchool\tare\t\u00E2\u0080\u009Cprofound\trespect,\tself-\t 6\tdetermination,\tdemocratic\tgovernance,\tmulti-age\tgrouping,\tparent\tparticipation,\tfreedom\twith\tresponsibility,\t[and]\taccountability\u00E2\u0080\u009D\t(Windsor\tHouse\tSchool,\tn.d.,\tpara.\t2).\tAt\tfirst,\tthis\tresearch\tcame\ttogether\tas\ta\tcommunity-based\tproject,\tone\tthat\temployed\tparticipatory\tresearch\tpractices,\ttaking\tplace\tas\tan\ta/r/tographic\tinquiry\tfocused\ton\tspecific\taspects\twithin\tdemocratic\teducation.\tOver\ttime,\tthe\tproject\tbecame\tan\tartistic\tsocially\tengaged\tparticipatory\tcollaborative\tinquiry,\tin\twhich\tthe\tparticipants\tand\tI\texplored\tthe\tfollowing\tresearch\tquestions\tthat\twere\traised\tand\treshaped\tby\tparticipants\tand\tmyself:\t\t\u00E2\u0080\u00A2 What\tdoes\tdemocratic\teducation\tmean\tto\tWindsor\tHouse\tstaff\tin\tthe\tprocess\tof\tdoing\t(praxis),\tknowing\t(theoria),\tand\tmaking\t(poesis)?\t\u00E2\u0080\u00A2 What\troles\tdo\tdialogue\tand\tcommunal\taspects\tplay\tin\tdemocratic\teducation?\t\u00E2\u0080\u00A2 In\twhat\tways\tdoes\tcooking\ttogether\tinfluence\tthe\tprocess\tof\tcreating\tmeaning,\tenabling\tdialogue,\tand\tcreating\tcommunity?\tThese\tquestions\twere\timportant\tfor\tunderstanding\tthe\tcomplexity\tof\tdemocratic\teducation,\tand\tmore\tspecifically\tteaching\tin\tsuch\ta\tschool.\tThis\tcomplexity\tbrought\ttogether\tdemocratic\tmechanisms\tand\teveryday\tlife\texperiences.\tThe\tdemocratic\tmechanism\tis\tcomprised\tof\trules\tand\tagreements\tcreated\tby\tmembers\tin\tthe\tcommunity\tregarding\thow\tthey\tshould\ttreat\tone\tanother\tand\thow\tthey\tshould\tapproach\t(dis)agreements\tthrough\tdialogue.\tExploring\tthese\tideas\twith\tparticipants\traised\tquestions\trelated\tto\twork\tin\ta\tdemocratic\tschool,\tdialogue,\tcollaboration,\tand\tcommunity.\tAs\tsuch,\tthe\tnotion\tof\tdialogue\tin\tthis\tstudy\tis\tpart\tof\tmany\tcomplicated\tconversations\t(Pinar,\t2003)\tthat\tconcentrate\ton\tintersubjective\tprocesses\tin\twhich\tparticipants\tare\tasked\tto\tencounter\teach\tother\tthrough\tdialogue.\tThe\tnotion\tof\tcomplicated\tconversation\tincludes\tdialogue\twith\tinterruptions.\tAs\tBiesta\t(2015b)\texplains,\tthe\tchallenge\tin\tdialogue\tis\tto\tbe\tin\tthe\tmiddle\tground,\tin\twhich\tone\tcan\texperience\tresistance\twithout\treaching\tthe\tmoment\tof\thaving\ttoo\tmuch\tpressure\tso\tthey\tmay\tchoose\tto\twithdraw.\tThe\tchallenge\tin\tdialogue,\tBiesta\t(2015b)\tcontinues,\tis\tto\tbe\ttogether\twith\tthe\tworld\twhile\tknowing\tthat\tit\tis\tdifferent\tfrom\tyou.\tBiesta\t(2018)\tadds,\t\t\t 7\tTo\texist\tas\tsubject\tis\tabout\twhat\twe\tdo\tand\tabout\twhat\twe\trefrain\tfrom\tdoing.\tIt\tis,\tin\tshort,\tnot\tabout\twho\twe\tare,\tbut\tabout\thow\twe\tare\tor,\tmore\trealistically,\thow\twe\tare\ttrying\tto\tbe.\u00E2\u0080\u00A6\tExisting\tas\tsubject\tthus\trequires\tthat\twe\ttry\tto\texist\tin\tdialogue\twith\twhat\tand\twho\tis\tother\t\u00E2\u0080\u0093\tin\tthe\tworld\twithout\toccupying\tthe\tcentre\tof\tthe\tworld.\u00E2\u0080\u00A6\tTo\texist\tas\tsubject\tthus\tmeans\tthat\tone\tis\t\u00E2\u0080\u009Cturned\u00E2\u0080\u009D\ttowards\tthe\tworld\tor,\tin\teducational\tterms,\tthat\tone\tis\tbeing\tturned\ttowards\tthe\tworld,\tthat\tone\tis\tbeing\tshown\tthe\tworld.\t(p.\t15)\tThis\tstudy\talso\toffered\tartistic\tsocial\tengaged\tcollaboration\tthrough\tcooking.\tIn\tthis\tstudy,\tall\tWindsor\tHouse\teducators\twere\tinvited\tto\tparticipate\tin\tfour\tcollaborative\tcooking\tand\tconversational\tgatherings\tacross\tthe\tschool\tyear\tof\t2016\u00E2\u0080\u00932017.\tDuring\tthese\tgatherings,\tcooking\tand\tother\tforms\tof\tfood\tpreparation\toffered\tspace\tand\thospitality\tthat\tI\thoped\twould\tbe\tembodied,\tholistic,\tand\taesthetic.\tThe\texperience\tof\tcooking\tas\ta\tcreative\tprocess\twhile\tconversing\tabout\tdemocratic\teducation\tengages\tall\tof\tour\tfive\tsenses\tsimultaneously,\tmaking\tfor\ta\thighly\tsensory\texperience.\tCollaborative\tcooking\toffers\tan\tartistic\tway\tof\tbeing\ttogether\tand\texperiencing\ta\tsense\tof\tdialogue,\tas\twell\tas\texploring\tand\tresearching\tthe\tprocess\tof\tcreating\tmeaning\tof\tdemocratic\teducation\tthrough\tpedagogical\tpractices\tthat\tinvolve\tthe\tprocess\tof\tdoing\t(praxis),\tknowing\t(theoria),\tand\tmaking\t(poesis).\tThe\tparticipants\t(school\tstaff\tmembers)\tand\tI\t(not\ta\tstaff\tmember)\taccomplished\tthis\tby\tbeing\ttogether,\tcooking,\tlistening,\tsharing,\tfeasting,\tand\tquestioning\tour\tstories.\tAs\tmy\tgrandmother,\tMemeh,\tclaimed\t(and\tI\tgrew\tto\tbelieve),\tfood\tbrings\tpeople\ttogether\tand\tenables\tindividuals\tto\thave\tconversations\tand\t(dis)agreements.\tIn\tother\twords,\tindividuals\tare\table\tto\tremain\tin\tthe\tmiddle\tground\tthat\tBiesta\t(2015b)\tdescribes.\tMy\tgrandmother,\tMemeh,\tgrew\tup\tin\tMorocco,\ta\tcountry\twith\ta\tconstitutional\tmonarchy,\twhere\ta\tdemocratic\tmechanism\twas\tnot\tin\tplace.\tHer\tway\tfor\treaching\tout\tto\tovercome\t(dis)agreements\tand\tcultivate\tnew\tthoughts\twas\tthrough\tfood\tpreparation\tand\tsharing.\tFor\ther,\tfood\toffered\thospitality\twhile\tcultivating\ta\tsense\tof\tbeing\ttogether\tand\tdealing\twith\tdifficulties,\twhereas\tin\ta\tdemocratic\tculture\trules\tmight\tset\tthe\ttone\tfor\t\u00E2\u0080\u0098fixing\tthings\u00E2\u0080\u0099\tand\tis\tless\tbased\ton\tpersonal\tcommunications.\tIt\tis\tnot\tto\tsay\tthat\tone\tneeds\tto\tlive\tin\ta\tnon-democratic\tculture\tto\tbe\thospitable,\tbut\trather\tto\tsay\tthat\tdemocratic\tculture\tmay\tpromote\tand\tsupport\t\t 8\tinteractions\tamidst\tdifferences.\tAs\tBronwen,\ta\tWindsor\tstaff\tmember,\tshared\t(personal\tcommunication,\tFebruary\t2,\t2019),\t\tBeing\tout\tin\tthe\tcommunity\tand\tworld\tat\tlarge,\t\u00E2\u0080\u00A6\t[we]\tneed[ed]\tto\tbecome\tmore\tinterdependent\tas\twell\tas\tindependent,\tand\tunderlying\tissues\tcould\tnot\tbe\tsimplified\tor\tunexplored.\tThe\tresult\tfor\tsome\tgroups\twas\tthat\tthere\tactually\tseemed\tto\tbe,\tfrom\tmy\tperspective,\tmore\treal\tintegration\tand\texploration\tof\thow\tto\tdo\tthat\tin\ta\tway\tthat\tlifts\teveryone\tup\t(and\twe\tthen\tget\tto\tfeel\thow\tgood\tthat\tfeels\tand\thow\teveryone\tbenefits)\tand\treally\tsees\teveryone\ton\ta\tdeeper\tlevel\tand\tin\tthe\tmoment\tresolving\tof\tissues\tthat\tneeded\tto\tnot\tgo\tto\tJC\t[Justice\tCommittee]\tbut\tneeded\treal\texperiential\tunderstanding\tof\tthe\tchallenges\tthat\twe\tare\teach\tfacing\tin\tevery\tmoment\tand\thow\tempowering\tit\tis\tto\tget\tto\tsee\tthat\twe\tare\tthe\tsolution.\tThis\ttoo\toften\tdoes\tnot\tget\treflected\ton\tor\tshared\tin\ta\tJC,\twhere\tthere\tisn\u00E2\u0080\u0099t\tnecessarily\ta\tstrong\tconnection\tto\tthe\tevent\tfor\tall\tinvolved.\tTo\tme\tthis\tis\tmore\treflective\tof\tperhaps\ta\tmore\tIndigenous/village\tapproach\tto\trepairing\trelationships\tand\tconnection\tas\ta\twhole\tgroup\tbecause\twe\tneed\teveryone\tto\tbe\thealthy\tfor\tthe\twell\tbeing\tof\tall.\tFrom\tcreating\tmeaning\tto\tcollaborating\tartistically,\tmy\tpersonal\tjourney\tcomes\tinto\tplay\tin\tdifferent\tforms\tas\ta/r/tographic\tprocesses\tunfold.\tI\tfound\tthat\tmy\tpersonal\treflection\tprovided\ta\tspace\tto\texperience\ta\tmiddle\tground\tin\tsituations\tthat\tcreated\teducational\topportunities,\tindicating\tthat\tthe\tworld\twanted\tto\tteach\tme\tsomething.\tThis\tis\tthe\tmiddle\tground\tthat\tBiesta\t(2015b)\trefers\tto\tas\texperiencing\tgrownupness,\tin\twhich\tI\tquestion\twhether\twhat\tI\tseek\tis\tdesirable\taccording\tto\tself\tin\trelation\tto\tothers.\tIt\tis\tin\tthis\tmiddle\tground\tthat\tthe\tongoing\tchallenge\tof\tdialogue\texists\t(Biesta,\t2015b).\tFrom\tmy\tperspective,\tcoming\tto\tknow\tothers\u00E2\u0080\u0099\tneeds\tin\trelation\tto\tone\u00E2\u0080\u0099s\town\tneeds\tbrings\tpeople\tcloser\tto\ta\tdialogical\tspace,\ta\tspace\tin\twhich\teach\tother\u00E2\u0080\u0099s\tneeds\tprovides\ta\tcontext\tfor\tthe\tdialogue\tto\thappen.\tSewing\tx\tafter\tx,\twalking\tthe\tpath\tof\tbeing\ttogether.\tX\tafter\tx,\tnurturing\ta\tsense\tof\ttogetherness\twith\tthe\tintention\tof\tstarting\ta\tdialogue.\tX\tafter\tx,\tcreating\ttogetherness\tthat\trequires\tcontinuity,\tin\tthe\tage\tof\tongoing\ttransitions,\tchanges,\tvoices,\tbeliefs,\tand\tborders,\ta\tcontinuity\tthat\tnurtures\ttrust.\tFor\tinstance,\tduring\tthe\tprocess\tof\twriting\tthis\tdissertation\tI\tencountered\thealth\tdifficulties.\tThis\tled\tme\tto\tquestion\twhether\tI\twas\table\tto\tremain\tin\tthis\tmiddle\tground,\tto\tcontinue\tin\tthe\tchallenge\tof\tdialogue,\tor\tto\t\t 9\twithdraw.\tIt\thas\tnot\tbeen\tan\teasy\tchoice\tto\tstay\tengaged\tfor\tthe\tentirety\tof\tthe\tdissertation\tresearch.\tThere\twere\tdays\twhen\twriting\twith\tso\tmuch\tpain\tin\tmy\tbody\tmade\tme\twonder\twhether\tI\tshould\tcontinue.\tWhat\tdoes\tthis\tpain\ttell\tme?\tHow\tdoes\tit\tconnect\tto\tdialogue\tand\tmy\texperiences\twith\thospitality?\tDoes\tit\thave\tto\tdo\twith\tcirculation\u00E2\u0080\u0094circulation\tof\tthoughts,\tencounters,\tgiving,\tand\treceiving?\tDoes\tit\trelate\tto\tself-acceptance?\tOr\tcould\tit\tbe\tan\tinvitation\tto\tmeet\tthe\toppression\twithin\tme\tthat\tstops\tme\tnow?\tDoes\tit\tmatter\tthat\tI\twould\twrite\tthis\tthesis?\tBiesta\t(2015b)\traises\ta\tsimilar\tquestion:\t\u00E2\u0080\u009CWhen\tdoes\tit\tmatter\tthat\tI\tam\tI?\u00E2\u0080\u009D\t(12:50).\tHis\tquestion\toccupied\tmy\theart\tand\tmind\tduring\tthis\tstruggle.\tI\tcame\tto\tunderstand\tthat\tit\tis\timportant\tto\tcontinue\tlistening\tto\tone\u00E2\u0080\u0099s\tvoice\tand\tpain\tin\torder\tto\tbe\table\tto\tcontinue\tthe\tcirculation\tof\tone\u00E2\u0080\u0099s\tideas\twith\tothers\tso\tthat\tthe\tconversation\tis\tnot\tone\tsided.\tMy\tlived\texperience\thas\ttaught\tme\tthat\tself-acceptance\tand\tcareful\tlistening\twithin\tmight\tinvite\tothers\tto\tshare\ttheir\texperiences\twith\tthe\tworld.\t\tBiesta\u00E2\u0080\u0099s\t(2015b)\tquestion\tof\t\u00E2\u0080\u009Cwhen\tdoes\tit\tmatter\tthat\tI\tam\tI?\u00E2\u0080\u009D\tcontinued\tto\toccupy\tmy\tmind\tand\theart\tmonths\tlater,\twhile\tI\ttook\tcare\tof\tmy\tgrandmother,\tMemeh,\tin\ther\tlast\tweeks\tin\tthe\tphysical\tworld.\tThis\tcrystalized\tfor\tme\tone\tweek,\tbecause,\tafter\thaving\tcared\tfor\tmy\tgrandmother\teveryday\tfor\tweeks,\tI\thad\tto\tmiss\tone\tday,\tand\tmy\tsister\toffered\tto\tgo\tin\tmy\tstead.\tWhen\tmy\tsister\tarrived\tto\thelp\tand\tbe\twith\ther,\tMemeh\twas\tupset\tit\twas\tnot\tme.\tMemeh\tcould\tnot\texplain\tto\tmy\tsister\twhy\tit\tmade\tany\tdifference\tbut\tshe\tinsisted\tit\twas\tdifferent\tand\tshe\tneeded\tme\tright\tthen.\tThis\texperience\tmade\tanother\tcrack\tin\tmy\theart\tand\tfurthered\tmy\tunderstanding\tof\tdeep\tlistening\tfor\twhen\tdoes\tit\tmatter\tthat\tI\tam\tI\tand\twhat\tis\tmy\tvoice:\tsomething\tI\thad\toppressed\tfor\tyears\tin\tmy\tstudies\tand\tmy\tpersonal\tlife.\tQuestions\tsuch\tas\twho\tam\tI,\twhy\tme,\tand\twhat\tdo\tI\twant\tto\tshare\tin\tand\twith\tthe\tworld\tremain\topen.\t\tPositioning\tMyself\tas\ta\tDemocratic\tSchool\tAlly\tAlthough\tmy\tfirst\tdegree\tin\tthis\tfield\tof\tstudy\twas\tin\tCreative\tEducation\tand\tincluded\ta\tDemocratic\tEducation\tcertificate,\tmy\tjourney\tas\ta\tchild\tbegan\tand\tended\twithin\tthe\tmainstream\teducation\tsystem.\tMy\tunsettled\teducation\tyears,\tfrom\tKindergarten\tto\tGrade\t12,\tled\tme\tto\tpromise\tmyself\tto\talways\tquestion\tand\tstrive\tto\tchange\tmainstream\t\t 10\teducation\tnorms.\tI\tcontinued\tto\tdraw\ton\tthose\tearly\texperiences\tand\tmy\tpersonal\tpromise\twhile\tundertaking\tthis\tstudy.\tI\thear\tmy\tinner\tvoice\tasking\tmyself\tto\tcontinue\tbeing\tpresent;\tto\tcontinue\tdialoguing\twith\tdeep\tlistening\tfor\twhat\ttruly\tcomes;\tto\tgratefully\trespect\tand\tcelebrate\tmy\tinterconnected\tplayful\tspirit\tdespite\tfears,\twalls,\tand\tjudgment;\tto\tvalue\tfreedom\twith\tresponsibilities;\tto\tallow\tmyself\tto\treveal\trhizomatic\trelationships\tand\tconnections\tbetween\tliving\tbeings,\ttheir\tfood,\tand\ttheir\tsurroundings.\tMy\texperience\twith\tWindsor\tHouse\tover\tthe\tlast\tfew\tyears\tprepared\tme\tfor\tthis\tmoment.\tThis\tis\tmy\town\tvoice.\tI\twrote\tit\twhile\treflecting\ton\tand\twriting\tabout\tthis\tstudy\twith\tWindsor\tHouse\teducators.\tCertainly,\tI\thave\ta\tvery\tpersonal\tconnection\tand\tdeep\tinterest\tin\tdemocratic\teducation\tas\tan\teducator,\ta\tmother,\tand\ta\tdemocratic\tactivist.\tDespite\tthis\tpersonal\tconnection,\tI\tcontinued\tchecking\tmyself\tand\tquestioning\tmy\tunderstanding\tto\tensure\tI\tstayed\topen\tand\twas\ta\tresponsible\tresearcher.\t\tAlthough\tthere\tare\tmany\tdifferences\tbetween\tdemocratic\tschools\taround\tthe\tworld,\tI\tsuggest\tthat\ta\tfew\tsimilarities\tcould\ttypically\tbe\tfound\tamong\tthem.\tOne\tcharacteristic\tis\tthe\tnotion\tof\topen\tdialogue\twithin\tthe\tschool\tcommunity,\twhich\tincludes\tstudents,\tparents\tor\tother\tsignificant\tadults,\tand\teducators/facilitators/staff\t(preferred\tby\tmany\tover\tthe\tterm\tteachers).\tThis\tdialogue\tis\toutward\tas\twell\tas\tinward.\tThe\tdialogue\tis\ta\tcrucial\tpart\twithin\tcomplicated\tconversations\tin\twhich\texist\tin\tdemocratic\teducation.\tAs\ta\tformer\teducator\tin\ta\tdemocratic\tschool\tin\tIsrael,\tI\tcame\tto\tthis\tstudy\tcurious\tand\teager\tto\texplore\tdialogue\tin\tdemocratic\teducation.\tIt\tis\tinteresting\tto\tmention\tthat,\tat\tfirst,\tI\tfound\tmy\tvisits\tto\tdemocratic\tschools\tto\tbe\tsomewhat\tunfulfilling,\tto\tsay\tthe\tleast.\tIt\twas\tbefore\tI\tjoined\tthe\tdemocratic\teducation\tteachers\u00E2\u0080\u0099\tprogram,\twhich\twas\theld\tone\tfull\tday,\tonce\ta\tweek\tfor\tan\tacademic\tyear.\tThis\tprogram\twas\tpart\tof\ta\t4-year\tbachelor\tdegree\tin\tcreative\teducation.\tThis\tdemocratic\teducation\tteachers\u00E2\u0080\u0099\tprogram,\tlocated\tin\tthe\tfirst\tdemocratic\tschool\tin\tIsrael,\tHadera,\tbecame\ta\tturning\tpoint\tfor\tme.\tI\texperienced\tfirst\thand\thow\tit\tfeels\tand\twhat\tit\tmeans\tto\tbe\ta\tstudent\tin\tsuch\ta\tschool.\tThere,\tI\tcould\topen\tup\tto\tthe\tpossibilities,\tfears,\tand\tlimitations\tof\tdemocratic\teducation.\tWithin\tthat\tprogram,\tI\tencountered\tthe\tbeauty\tand\tdifficulty\tof\tbeing\tin\tdialogue.\tAt\tfirst,\twhen\tI\texperienced\tdiscomfort\tin\tthe\t\t 11\tdemocratic\tschool,\tI\tfelt\tconfident\tclaiming\tthat\tit\twas\tan\tirresponsible\tapproach\tto\teducation.\tThat\texperience\thas\tenabled\tme\tto\tremain\topen\tto\tthose\twho\tmay\tmake\tsimilar\tclaims\tto\tmy\tpast\tviews\t(from\t20\tyears\tprior)\tand\twho\tare\topen\tto\tengaging\tin\tcomplicated\tconversations.\tThrough\tmy\texperiences\tas\ta\tdemocratic\teducator\tin\ta\tdemocratic\tschool\tin\tIsrael\tand\tlater\ton\tas\ta\tdemocratic\teducator\tin\tNorth\tAmerica,\tspanning\tprivate\tand\tpublic\tsettings,\tI\thave\tcome\tto\tappreciate\tall\tthat\tdialogue\toffers.\t\tIn\tthis\tthesis,\tI\tstudy\tthe\tnotion\tof\tdialogue\tthrough\tfive\tthinkers\twho\tdeveloped\tbroad\tunderstandings\tof\tdialogue.\tMy\trationale\tfor\tselecting\tthese\tfive\tscholars\tis\ta\tcombination\tof\twhat\taspects\tof\tdialogue\tinterest\tthem\tas\twell\tas\tthe\ttime\tand\tplace\tthey\twere\twriting\tin,\twhich\toffers\ta\tcontinual\tcontext\tfor\trecent\tyears\tof\tdialogue\tstudies.\tI\tam\taware\tof\tthe\tunequal\trepresentation\tin\tmy\tchoice\tof\twomen\tand\tmen\tand\twould\tlike\tto\tmake\tit\tclear\tthat\tit\tdoes\tnot\trepresent\tany\thidden\tpurpose\tof\tgiving\tmore\tvoice\tto\tmen.\tThese\tfive\tthinkers\tdo\tnot\tcreate\ta\tclear\ttheoretical\tframework;\thowever,\tthey\tdo\tplay\tan\timportant\trole\tin\tcreating\tmeaning\tthrough\tdialogue\tand\tin\tdetermining\thow\tto\testablish\ta\tnourishing\tenvironment\tfor\tdialogue,\twhich\tare\tultimately\timportant\tin\tunderstanding\tthis\tstudy.\tAmong\tthese\tfive\tauthors,\tI\twant\tto\tacknowledge\tBiesta\u00E2\u0080\u0099s\tmain\tinfluence\ton\tmy\tperspective,\tunderstanding,\tand\twriting\tabout\tdialogue\tin\teducation\tand\tits\timportance\tin\tdemocratic\teducation.\tThe\tother\tfour\tthinkers\tare\tadded\tto\taddress\tspecific\tissues\tthrough\tdialogue.\tThese\tissues,\twhich\twill\tbe\tdiscussed\tin\tdepth\tlater\tin\tthe\tthesis,\tinclude\tconcepts\tsuch\tas\tArendt\u00E2\u0080\u0099s\t(1958)\tideas\tof\tthe\tneed\tof\taction\tin\torder\tto\tbegin\tagain,\twith\ther\tnotion\tof\tthe\tencounter;\tBuber\u00E2\u0080\u0099s\t(1996)\tidea\tof\tthe\topenness\tof\tthe\tI\u00E2\u0080\u0093Thou,\twith\this\tnotion\tof\tbeing\tengaged\tin\tthe\tmoment\twithout\tjudgment\tand\tinterest\tto\tgain\tor\treceive\tsomething\tin\treturn;\tBakhtin\u00E2\u0080\u0099s\t(1965)\tconcept\tof\tcarnival,\twhich\tenables\tthe\tquestioning\tof\tlanguage\tboundaries\tand\tlimitations;\tBohm\u00E2\u0080\u0099s\t(1985,\t2004)\tunderstanding\tof\tfragmentation\tas\tan\tobstacle\tfor\tdialogue\t(thus,\tdialogue\tis\tnot\ta\tsum\tof\tinteractions\tbetween\tparticipants,\tbut\ta\tholistic\tprocess\tof\trelational\tconnections).\tI,\ttherefore,\tcame\tto\tthis\tstudy\twith\tthe\tquestions\tof\twhat\tdoes\tdialogue\toffer\twithin\tdemocratic\teducation\tand\thow\tdoes\tit\tdiffer\tfrom\tother\teducational\tsystems?\t\tOnce\tI\thad\tbecome\tan\teducator\tin\tthe\tmainstream\tsystem,\tit\twas\tdifficult\tfor\tme\tto\tarticulate\tand\treflect\ton\tthe\tmeaning\tof\tdemocratic\teducation\tfor\tmyself\tand\tfor\tothers\t\t 12\twho\tasked\tme\tabout\tit.\tThus,\tit\tled\tme\tto\ta\tjourney,\tfor\t18\tyears\tto\tbe\texact,\tof\tstudying\tdemocratic\teducation\ton\tpractical,\tartistic,\tand\ttheoretical\tlevels.\tIn\tthis\tprocess,\tmy\tinterest\tbecame\tclearer\tto\tme.\tIt\tis\tthe\tdialogue\tin\tdemocratic\teducation\tthat\tfascinates\tme\tthe\tmost\u00E2\u0080\u0094dialogue\tas\ta\tliminal\tspace,\tin\twhich\tthe\tin-between\tinterconnected\tspace\tis\tinvited,\tand\tas\tan\tuncontrolled\tand\topen-ended\tspace\tof\tthe\tin-between.\tTo\tput\tit\tsimply,\tcomplicated\tconversations\tare\twelcome\tnot\tfor\tthe\tsake\tof\tknowing\tthe\tanswer\tor\twhat\tor\twho\tis\tright\tbut\tfor\tbeing\ttogether\tin\tthis\tongoing\texploration\tof\told\tand\tnew\tideas,\tfeelings,\tand\tissues.\tInviting\tthe\tliminal\tspace\tin\twhich\tthings\tare\tnot\tset\tup\tor\tcontrolled,\tthe\tspace\tin\twhich\tlistening\tand\tthinking\ttogether\tand\tapart\tcould\texist.\t\tAlthough\tdialogue\tis\tnot\trecognized\tas\tone\tof\tthe\tcore\tprinciples\tin\tthe\tphilosophy\tof\tmany\tdemocratic\tschools\tI\tam\tfamiliar\twith,\tit\texists\tin\tdifferent\tforms\twithout\tbeing\tnamed\tas\tsuch.\tThus,\tin\tcoming\tto\tunderstand\tdemocratic\teducation\tat\tWindsor\tHouse\tSchool,\tthis\tstudy\twas\treceived\tby\tthe\tWindsor\tHouse\tstaff\tin\ta\tsimilar\tmanner:\tas\tan\topportunity\tto\treflect\tupon\tthe\texperiences\tof\twhat\tdemocratic\teducation\tmeans\tto\teach\tperson\tin\trelation\tto\ttheir\tpeers.\tDuring\tthe\tinformal\tpre-study\tconversations\tI\tfound\tthat\tdespite\thaving\tweekly\tstaff\tmeetings\tand\tdaily\thallway\tchats\talmost\tall\tstaff\texpressed\ttheir\tdesire\tfor\ta\tnew\topportunity\tand\ta\tdifferent\tway\tof\tbeing\ttogether.\tMany\twelcomed\tgatherings\tthat\tencouraged\tconversations\tand\tcollaborative\tcooking.\tSeveral\tveteran\tparticipants\tmentioned\tthat\tseveral\tyears\tback\tthey\tused\tto\tspend\tmore\ttime\ttogether\tin\topen-ended\tgatherings\tduring\twhich\tthey\thad\ttime\tto\tbe\twith\tone\tanother\twithout\tnecessarily\tattending\tto\tgoals\tand\tspecific\tintentions.\tAs\tthis\tstudy\tunfolded,\tI\trealized\tthat\tdialogue\tis\ta\tform\tof\tencountering\tplurality,\tand\tthus,\tas\tArendt\t(1958)\toffers,\tis\tone\tof\tthe\tcore\tprinciples\tof\tdemocracy.\tMy\tpersonal\tinterest\tin\tunderstanding\tdialogue\tamong\tstaff\tmembers\tat\tWindsor\tHouse,\tallowed\tthe\tparticipants\tand\tme\tto\texplore\tdemocratic\teducation\tin\tan\topen-ended\tapproach.\tAs\tan\teducator,\tI\tboth\tpractise\tand\tstudy\tthe\tnotion\tof\tdialogue,\tand\tI\thave\tdone\tso\tas\ta\tnomadic\teducator,\tone\twho\tmoves\tcountries,\tuses\ta\tdifferent\tlanguage\tfrom\ther\tmother\ttongue,\tand\thas\texplored\tdifferent\tcultures.\tBeing\ta\tnomadic\teducator\tshowed\tme\tthe\tway\twithin\tthe\tdialogue\tchallenge.\tImmigration\tbrings\tits\town\tchallenges\tand\tits\town\tgifts.\tIn\tmy\texperience,\tbeing\tan\timmigrant\tmeans\tconstantly\tliving\tin\tthe\tmidst\tof\ttranslation.\tAt\tthe\t\t 13\tbeginning\tof\tmy\tjourney\tas\ta\tnew\timmigrant\tI\tlistened\tto\tall\tlanguages,\tspoken,\tnon-verbal,\tas\twell\tas\tto\tmy\tpersonal\tinterpretations\tbased\ton\tthe\tcultures\tand\tnorms\tI\tencountered\tand\texperienced\tin\tmy\tlife.\tThe\tprocess\tof\tcreating\tmeaning\tin\ta\tnew\tplace\tstarted\tmy\tjourney\tof\texploring\tdialogue.\tAt\ttimes\tI\tgot\tlost\tin\ttranslation,\tand\tsometimes\tI\thad\tnew\tinsights\tfor\tlocals\tthanks\tto\tmy\tability\tto\tlisten\tas\topenly\tas\tpossible\tas\twell\tas\tto\tshare\ta\tnew\tperspective.\tThis\thas\tallowed\tme\tto\tbe\treborn\tand\tto\trelearn\tlistening\tand\tcollaborating.\tBeing\tconstantly\tin\tthe\tmidst\tof\ttranslation\thas\tinvited\tme\tto\tdialogue\tfrom\tan\tauthentic\tplace,\tlistening\tto\twords\twith\tmore\tattention\tand\trespect.\tAt\ttimes,\tI\tencounter\tthe\tpower\tof\twords\twith\tpauses\tas\tpart\tof\tthe\tconversation.\tAs\tmy\tgrandma\tMemeh\toften\tsaid,\t\u00E2\u0080\u009CPut\tthe\tknife\tdown\tand\tlet\tthe\tother\tpick\tit\tup,\u00E2\u0080\u009D\tas\tif\tto\tsay,\tcreate\tthis\tpause,\tpay\tattention,\tinvite\tthe\theart,\tand\tgive\trespect\tto\tthe\tmoment\tbetween\tus\tas\twe\tlay\tthe\tground\tfor\tdialogue\tto\tgrow.\tHowever,\tI\thave\tbeen\tpaying\tattention\tto\tthe\tdifferences\tin\tmy\tlistening\tin\tmy\tmother\ttongue\tin\tcomparison\tto\tmy\tlistening\tas\ta\tnomadic\timmigrant\teducator.\tI\tfind\tthat\tbeing\tin\ta\tcomfort\tzone\tin\tterms\tof\tlanguage\tand\tculture\trequires\textra\teffort\tto\tremain\topen\tto\tactive\tcareful\tlistening.\tThus,\tI\tam\twriting\tthis\tdissertation\tas\ta\tgranddaughter,\tdaughter,\tsister,\tpartner,\tmother,\tfriend,\tartist,\tand\ta\tdemocratic\teducator.\tI\twas\tborn\tand\traised\tin\ta\tquestionable\tdemocratic\tsociety,\tcalled\tIsrael\tby\tmany,\twhich\ttaught\tme\tthat\tliving\tdemocratically,\twhile\tbeing\taware\tof\tmy\tprivilege,\tcould\tbecome\tmore\treal\tthan\tliving\tthe\tideal.\tThe\tideal\tof\tdemocracy,\tas\ta\tsubjective\tmatter,\tbrings\tquestions\tof\twhat\tis\tideal\tand\tto\twhom,\tsince\tit\tis\tnot\ta\tfixed\tor\tknown\tnotion\tto\tall.\tThus,\tthe\tquestion\tthat\tshould\tbe\tfollowed\tand\tbe\texplored\tin\tthis\tcontext\tis\twhat\tis\tthe\tideal\tand\thow\tdoes\tit\tdiffer\tfrom\tliving\tdemocratically?\tIn\ta\tway,\tmy\tpersonal\texperience\tof\tliving\tdemocratically\tat\tWindsor\tHouse\twent\thand\tin\thand\twith\tmy\tpersonal\texperience\tand\tunderstanding\tof\tideal\tof\tdemocracy.\tAs\tBronwen,\ta\tstaff\tmember,\tclaimed\t(personal\tcommunication,\tFebruary\t2,\t2019):\tWe\thad\topportunities\tas\tstudents,\tstaff,\tand\tas\ta\tcommunity\tto\tbe\tvisible\tand\tengage\tin\tthe\tlarger\tworld\tand\tnavigate\tthat\tbut\talso\tshare\tthe\tvision\tand\tpossibility\tthat\tcan\texist\tin\tlifelong\teducation\tand\tcommunity\tfor\ta\tworld\tthat\tdesperately\tneeds\texperimentation\tand\tinnovation\tand\tfiguring\tout\twhy\tthe\tso-called\tdemocracy\tthat\twe\tlive\tin\tis\tso\tbroken.\t\t 14\tThus,\tan\timportant\tquestion\tto\traise\tin\tthis\tcontext\tis,\twhat\tcould\tone\tlearn\tin\texploring\tthe\tnotion\tof\tideal\tdemocracy\tversus\tthe\tcase\tof\tlived\texperience\tin\tdemocracy?\tIt\tcomes\tfrom\tmy\town\tpersonal\texperience\tas\ta\tcitizen\tin\tIsrael,\twhich\twas\tfar\tfrom\tideal.\tThe\tterm\tideal\tdemocracy\tencompasses\tfundamental\thuman\trights\tfor\tall,\tgender\tequality,\tvoting\tequality,\tcitizens\u00E2\u0080\u0099\tcontrol\tof\tthe\tagenda,\tplurality,\tfreedom\tof\texpression,\tand\tso\tforth.\tThus,\tthe\texperience\tin\tWindsor\tHouse\tencouraged\tme\tto\tbe\tengaged\tin\tdialogue\tabout\tdemocracy,\tdialogue,\tand\tthe\timportance\tof\tplurality.\t\tIn\tthis\tstudy\tthe\tnotion\tof\tliving\tdemocratically\tis\tcentral\tand\tis\ttaken\tup\tthrough\tcollaborative\tcooking.\tWhile\tpreparing\ta\tmeal\ttogether,\tWindsor\tHouse\teducators\tand\tI\thoped\tto\tcreate\tconditions\tfor\tliving\tdemocratically:\twe\taccepted\tnotions\tof\tplurality\tand,\tin\tparticular,\tsupported\tthe\tdialogic\tprocess\tand\tits\tneed\tof\tan\tongoing\tactive\tlistening\tthat\texists\tin\tan\tinterruptive\treality\tthat\tencourages\tadaptations.\t\t\t\t 15\tChapter\t2:\tThe\tStory\tof\tWindsor\tHouse\tCommunity\tand\tits\tExtended\tDemocratic\tEducation\tFamily\t\t\t\t\t\tFigure\t2.\tWindsor\tHouse\tWelcome\tSign.\tPhoto\tby\tOfira\tRoll.\t \t\t \t\u00E2\u0080\u009CThe\tnew\tbeginning\tinherent\tin\tbirth\tcan\tmake\titself\tfelt\tin\tthe\tworld\tonly\tbecause\tthe\tnewcomer\tpossesses\tthe\tcapacity\tof\tbeginning\tsomething\tanew,\tthat\tis,\tof\tacting\u00E2\u0080\u009D\t(Hannah\tArendt,\t1958,\tp.\t9)\t\t \t\t 16\tWill,\ttrust,\tdesire,\tplace,\tWant\tand\tdo\tnot\tknow\twhy\tBelieve\tthat\tthere\tis\thow,\tWith\tdesire\tof\ttogetherness\tBodies\tin\ta\tplace\tand\tout\tof\tit\tDwelling\tin\tthe\tspace\tto\tthe\tpath\tThe\tfirst\tstep\tin\ta\tplace\tBeing\tafraid\tto\tbe\tthere\ttogether\tIt\tcould\tbe\tsurprising\tOut\tof\tour\tcontrol\tand\tour\tco/awareness\tWant\tand\tdo\tnot\tknow\twhy\tBodies\tin\ta\tplace\tand\tout\tof\tit\tBeing\tafraid\tto\tbe\tthere\ttogether\tGive\ta\thand\tand\tstart\tDo\tnot\tknow\tto\twhere\t\tWill,\ttrust,\tdesire,\tplace,\tWith\tdesire\tof\ttogetherness\tIt\tcould\tfall\tapart\tBelieve\tthat\tthere\tis\thow\tAnd\tdo\tnot\tknow\twhy\tOut\tof\tcontrol\tOut\tof\tco/awareness\tOut\tof\ttogetherness\tBodies\tbeing\tafraid\ttogether\tAnd\ta\tpart\t\tWill,\tdesire,\tplace,\ttrust,\tWhere\tto\tand\twhy?\tListen\tto\tthe\tbody\tand\tto\tthe\tbodies\taround\tListen\tto\tthe\twill\tand\tto\tthe\tfear\tInside.\t\t 17\tIn\tthis\tchapter,\tI\tintend\tto\texplore\tnotions\tof\tdemocratic\teducation\tin\tthe\tcontext\tof\tdialogue\tand\tcollaboration,\tas\tthis\ttopic\tfirst\tarose\tduring\tmy\tpilot\tstudy\tand\tlater\tresurfaced\tduring\tthe\tstudy\titself.\tThe\tchapter\tbegins\twith\tthe\tstory\tof\tWindsor\tHouse,\tfollowed\tby\ta\tdescription\tof\ta\tday\tat\tthe\tschool.\tThe\tsecond\tpart\tof\tthis\tchapter\tprovides\tan\toverview\tof\tdemocratic\teducation,\tits\tcommon\tpractices,\tand\tits\tsocial\tpremises.\t\tWindsor\tHouse\tDemocratic\teducation\tcould\tbe\tintroduced\tin\tmany\tdifferent\tways\tsince\tits\tpractices\tare\tvaried.\tMy\tintention\tin\tthis\tsection\tis\tto\tintroduce\tand\tto\toffer\tsome\tinsights\tinto\tthe\tmaterial\tworld\tof\tWindsor\tHouse,\tthe\tbuilding\twhere\tit\twas\thoused,\tthe\tstudents,\tthe\tstaff,\tthe\tschool\tcommunity,\tand\tthe\tcurriculum.\tBefore\tI\tdo\tso,\tI\twant\tto\tshare\ta\tstaff\tmember\u00E2\u0080\u0099s\tstatement\tabout\tWindsor\tHouse\tdemographics\tin\ta\tpersonal\tconversation\twe\thad\tin\tMarch\t2019:\t\tI\tsaid\tthat\tWindsor\tHouse\tis\ta\trelatively\taccurate\trepresentation\tof\tthe\twider\tcity\tand\tculture\taround\tus,\texcept\tfor\tthe\tfact\tthat\tthere\tis\tvery\tlittle\tracial\tdiversity,\tbecause\ttraditionally,\tfamilies\tof\tcolour\thaven\u00E2\u0080\u0099t\tchosen\tWindsor\tHouse.\tAnd\tthere\tis\ta\tslight\tskew\ttowards\ta\tradical\tleft\tsort\tof\thippie\tpopulation\tthat\tis\tinherently\tfeels\tcomfortable\twith\tfree-schooling\tbefore\thaving\tany\texposure\tto\tit\tor\tactively\tseeking\tit\tout.\t\u00E2\u0080\u00A6\tbut\tWindsor\tHouse,\t[it]\talso\thas\ta\tslight\tleaning\ttowards\tsome\tmarginalized\tcommunities\tthat\tfeel\tsafer\tin\tWindsor\tHouse,\tlike\tthe\tcommunity\tof\ttransgender,\tbisexual,\tgay,\tlesbian\tfamilies\tand\tparent\tgroups,\tas\twell\tas\tstudents\twho\tare\tlet\u00E2\u0080\u0099s\tsay\tgender\tnon-conforming,\twho\tfind\tWindsor\tHouse\tto\tbe\ta\tsafe\tspace.\t(David)\tTo\tadd\tto\tDavid\u00E2\u0080\u0099s\tdescription,\tthe\taspects\the\trefers\tto\tin\tterms\tof\tstudents\tand\tparents\tare\trelevant\tto\teducators/teachers/mentors\tin\tWindsor\tHouse.\tAt\tthe\ttime\tthe\tresearch\ttook\tplace,\tthere\twas\tlittle\tracial\tdiversity\tamong\tWindsor\tHouse\tstaff\t(i.e.,\tmost\tstaff\tmembers\tare\twhite)\tand\tseveral\teducators/teachers/mentors\tidentified\tthemselves\tas\tLGBTQ.\tAlso,\tin\tterms\tof\tpolitical\torientation,\tmost\tstaff\twere\tlocated\ton\tthe\tpolitical\tspectrum\ttoward\tthe\tradical\tleft.\tIn\tterms\tof\tsocioeconomic\tstatus,\tthe\tmajority\tof\tWindsor\t\t 18\tHouse\tcommunity\twould\tbe\tlocated\tas\tlower\tor\tmiddle\tworking\tclass.\tAs\tin\tany\tcommunity,\tthere\tare\ta\tfew\tfamilies\twho\tcould\tbe\tclassified\tas\tfalling\tthe\tends\tof\tthe\tspectrum.\tLast,\tthe\tdominant\tspoken\tlanguage\tamong\tWindsor\tHouse\tfamilies\tis\tEnglish,\twith\tfew\texceptions\tsuch\tas\tSpanish,\tFrench,\tand\tHebrew.\t\tTo\tgive\ta\tfeel\tfor\tdaily\tlife\tin\tWindsor\tHouse,\tI\toffer\tthe\tfollowing\tdescription\tas\ta\tgeneral\tintroduction\tto\tthe\tschool.\tI\twant\tto\temphasize\tthat\tthis\tshort\tdescription\twas\twritten\tby\tme,\tand\tit\tis\tonly\tone\tout\tof\tmany\tthat\tmay\trepresent\tone\tday\tfor\tan\tindividual\tassociated\twith\tthe\tschool.\t\tIt\tis\tearly\tmorning\tin\tEast\tVan.\tMost\tstores\tare\tnot\tyet\topen\tthough\ta\tfew\tcoffee\tshops\tare\topen.\tA\tgroup\tof\tfriends\tfrom\tWindsor\tHouse\tare\twaiting\tfor\ttheir\tschool\tbus.\tThe\tride\ttakes\ta\twhile\twith\tseveral\tpick-up\tstops\tand\tmorning\ttraffic\tto\tNorth\tVan.\t\tThe\tradio\tadds\tsound\tthat\tholds\tspace\tfor\teveryone\tto\twake\tup\tat\ttheir\town\tpace.\tIt\twas\tnot\tlike\tthat\tall\tthe\tyears\tat\tWindsor\tHouse.\tIn\tits\tbeginning,\tWindsor\tHouse\toperated\tonly\twith\ta\tfew\tfamilies\tand\tthere\twere\tno\tschool\tbuses\tor\teven\ta\tschool\tbuilding.\t\tAt\tfirst,\tWindsor\tHouse\twas\tfounded\tin\t1971\tby\tHelen,\tand\tchildren\tattended\tschool\tin\ther\town\thouse.\tHelen\thad\ttaught\tin\tmainstream\teducation\tuntil\tshe\tfelt\tthat\ther\tdaughter,\tMeghan,\tmight\tfare\tbetter\tin\ta\tdifferent\tenvironment.\tLater\tin\tlife,\tthat\tdaughter\tcalled\tMeghan,\tbecame\ta\tstaff\tmember\tin\tWindsor\tHouse\tand\tcurrently\tshe\tis\tthe\tprincipal.\t\tBack\tthen,\tWindsor\tHouse\twas\tmore\tof\tan\textended\tfamily\tthan\ta\tschool.\tNot\tso\ttoday,\tas\tthere\tare\talmost\t200\tstudents\tenrolled.\t\tBack\tto\tthe\tmorning\tride\tto\tNorth\tVan\twith\tthe\tschool\tbus\u00E2\u0080\u00A6\tStudents\tarrive\tat\tWindsor\tHouse\tto\tsee\tthe\tentrance\tsign\tthat\tsays,\t\t\u00E2\u0080\u009CWINDSOR\tHOUSE\t\u00E2\u0080\u0093\tROOM\tTO\tGROW\tAND\tBE\tYOURSELF.\u00E2\u0080\u009D\tThere,\tthey\tmeet\tseveral\tstaff\tand\tfriends\twho\tarrived\tmoments\tearlier\tby\tpublic\ttransit,\tdriving,\twalking,\tor\tbiking.\t\tAs\tthey\tenter,\teach\tstudent\tsigns\tin\ton\tthe\tclipboard\tright\tin\tthe\tentranceway.\t\t\t 19\tEach\tstudent\thas\tthe\tresponsibility\tto\tsign\tin\tand\tout\tas\toften\tas\tneeded\tduring\tthe\tday.\t\tThis\tis\tbecause,\tat\tWindsor\tHouse,\tchildren\tare\tfree\tto\twander\tboth\tin\tand\toutdoors.\t\tThe\tday\tstarts\twithout\ta\tparticular\tannouncement\tor\tgathering.\t\tIt\tmay\tbe\timportant\tto\tmention\there\tthat\tat\tWindsor\tHouse\tthere\tare\tno\tbells.\tThere\tare\talso\tno\ttests\tand\tno\tgrades.\tThis\tschool\truns\tdifferently,\twith\tmany\tchoices,\tproposals,\tconversations,\tmeetings,\tand\tfree\tflow.\tThe\tbeginning\tof\tthe\tday\tis\tdifferent\tfor\teach\tstudent,\tas\tit\tis\tbased\ton\tpersonal\tchoices.\tSeveral\tstudents\tstart\ttheir\tday\ton\tone\tof\tthe\tsofas\taround\tthe\tbuilding\u00E2\u0080\u0094small\ttalks\tbegin\twith\tmorning\tsnacks;\tothers\tgo\tthe\tlibrary\tto\tgrab\ta\tbook;\tothers\tgo\tto\tthe\tFlying\tPig,\twhich\tis\ta\tsmall\troom\twhere\tmore\tpersonal\tconversations\ttake\tplace;\tothers\tgo\tto\ta\tclass\tin\tthe\t\u00E2\u0080\u009CThe\tBox\u00E2\u0080\u009D\tfor\t\u00E2\u0080\u0098classic\tacademics\u00E2\u0080\u0099;\tothers\tgo\tthe\tlab\tto\texperiment\tor\tpaint,\tor\tbuild\twith\tLego,\tor\tto\twork\ton\ta\tproject\tthey\tare\tworking\ton\tfor\ta\twhile;\tothers\tgo\tto\tthe\tgym;\tothers\tgo\tto\tthe\ttheater;\tothers\tgo\tto\tThe\tCottage,\twhich\tis\ta\tdesignated\tarea\tfor\tyounger\tchildren\t(it\tis\timportant\tto\tmention\tthat\teveryone\tis\twelcome\tto\tspend\tsome\ttime\twith\tyounger\tfriends\tor\tplay\ta\tboard\tgame\tor\tdress-up\tat\tthe\tcottage);\tothers\tgo\tto\tthe\topen\tfield\tand\tto\tthe\tcreek\tinside\tthe\tforest;\tothers\tgo\tto\tthe\tkitchen,\twhich\tis\tcalled\tby\tmany\tthe\tCommunity\tRoom.\tIn\tthe\tkitchen,\tthere\tis\ta\tpiano,\tsofas,\trecipe\tbooks,\tall\tthe\ttools\tand\tappliances\tone\twould\tever\tneed\tfor\tall\tsorts\tof\tcooking\tand\tbaking,\twith\ta\thuge\ttable\tand\tmany\tchairs\taround.\tTwice\ta\tweek\tthere\tis\ta\tcooking\tday,\twhen\tmany\tgather\ttogether\tto\tcook\twith\tone\tstaff\tmember\tand\ta\tparent\tvolunteer.\tJust\tnext\tto\tthe\tentrance\tof\tthe\tbuilding,\tthere\tis\ta\troom\ton\tthe\tright,\tin\tfront\tof\tthe\toffice,\twhich\tis\tcalled\tThe\tBMR\t(i.e.,\tthe\tbig\tmuscles\troom).\t\tIn\tthe\tBMR\tchildren\ttake\tlots\tof\tenergy\tout\twith\trunning,\tjumping,\tand\tpillow\tfights.\tThere\tis\talways\tan\tadult\tsponsor\tin\tthe\troom\tin\tcase\tsomeone\tgets\tinjured.\tIn\tThe\tOffice\tthere\tis\ta\tstaff\tmember\twho\tmanages\tthe\tadministrative\tside\tof\tthe\tschool.\tAt\tWindsor\tHouse\tthis\tposition\tis\tmore\tthan\ta\tsecretary\u00E2\u0080\u0094much\tmore\tthan\tthat\tsince\tthere\tare\tmany\tfield\ttrips,\tevents,\tspecial\tactivities,\tvisitors,\tetc.\t\tNext\tto\tThe\tOffice\tthere\tis\tMegan\u00E2\u0080\u0099s\tOffice,\tsince\t\u00E2\u0080\u0098the\tprincipal\u00E2\u0080\u0099s\toffice\u00E2\u0080\u0099\tdoes\tnot\tfit\tthe\tspirit\tof\tthe\tschool.\tAs\tPrincipal,\tMeghan\tis\tthere\tto\tlisten\tand\tto\thelp\twith\tconflicts\t\t 20\tand\tother\tneeds.\tShe\tis\tthere\tto\tsupport\tthe\tcommunity\tand\tis\tnot\tviewed\tas\tan\tauthority\tthat\tchildren\tare\texpected\tto\tbe\tafraid\tof.\tThere\tare\tfew\tmore\tsmall\trooms\twith\tmultiple\tpurposes.\tThere\tis\tone\twith\tlots\tof\tcraft\tmaterials\tand\tsewing\tmachines\tand\tanother\troom\twith\ttechnology\tthat\tis\tavailable\tfor\tall\twhen\tneeded.\t\tFor\tthe\toutdoors,\tif\tone\tor\tmore\tstudents\twant\tto\tgo\tout,\tthey\trequire\tonly\ttwo\tthings:\tthey\tmust\tsign\tout\tand\tthey\tmust\thave\ta\tsponsor\t(i.e.,\ta\tstaff\tmember\twith\tthem).\t\tOutside\tthe\tbuilding,\tthere\tis\ta\tcommunity\tgarden\tand\ta\tsmall\tfriendly\twooden\tplayground.\t\tNext\tto\tthe\tparking\tlot,\tthere\tis\ta\thuge\topen\tfield\twhere\tchildren\tlove\trunning\tand\tplaying.\t\tThis\tdescription\tso\tfar\tsimply\tgives\tthe\tfeel\tof\tthe\tschool.\t\tHowever,\tthe\tquestion\tthat\tmany\tvisitors\tare\tinterested\tabout\tis\thow\tall\tthis\tworks.\t\tIt\tis\timportant\tto\tclarify\tthat\tin\tWindsor\tHouse\tchildren\tdo\tnot\thave\tto\tattend\tclasses.\tThey\tchoose\tto\tjoin\tor\tnot\tto\tjoin\tclasses,\twhich\tare\toffered\ton\tregular\tbasis.\t\tIn\torder\tto\tstay\tupdated,\tthere\tis\ta\thuge\tboard\twith\tall\tschool\tofferings.\tChildren\twho\tchoose\tto\tattend\ta\tclass\tneed\tto\tindependently\tensure\tthey\tarrive\ton\ttime\tat\tthe\tright\tplace\tfor\tthat\tclass.\t\tOne\tof\tthe\tonly\trequired\tactivities\tis\tthe\tbi-weekly\tschool\tcouncil.\tThere\tall\tstudents,\tstaff,\tand\tcommunity\tmembers\tgather\tto\tpropose\tnew\tideas\tor\tto\tsuggest\tupdates\tfor\texisting\trules\tand\tresolutions.\tEach\tperson\tat\tthe\tschool\tcouncil\thas\tan\tequal\tvote,\tKindergarteners\tand\teducators\talike.\tAt\tWindsor\tHouse,\tnothing\tis\twritten\tin\tstone;\tall\tresolutions\tare\treplaceable\tif\tthe\tcommunity\tagrees\tthat\tthe\tchange\tneeded.\t\tIt\tis\talso\timportant\tto\tnote\tthat\tWindsor\tHouse\tis\ta\tparent\tparticipation\tschool.\t\tThis\tmeans\tthat\tparents\ttake\tan\timportant\trole\tin\tthe\tsuccess\tof\tthe\tschool.\t\tParents\tare\texpected\tto\tattend\tmandatory\tParent\tAdvisory\tCouncil\tmeetings\tthroughout\tthe\tyear.\t\tThey\tare\talso\tinvited\tto\tvolunteer\tseveral\ttimes\tduring\tthe\tyear\tat\twork-parties,\tthat\tis,\tcleaning\tand\tupgrading\twork\tfor\tthe\tschool\tor\tto\tgive\ta\thand\tin\tWindsor\thouse\t\t 21\tschool\u00E2\u0080\u0099s\ttheater\tshows\twith\tstage\tdecoration\tand\tcreation\tof\tcostumes.\tAnother\tway\tis\tto\thelp\twith\tcommunity\tevents\tsuch\tas\tWinter\tFaire,\tpotlucks,\torganize\ttalks\tfor\tparents,\tgive\tworkshops\tat\tschool,\tsponsor\tfield\ttrips,\tand\tmany\tmore\toptions.\t\tParents\talso\thave\tother\toptions\tto\tmake\tconnections\twithin\tthe\tcommunity\tbesides\tdrop\toff\tand\tpick\tup\ttimes,\tas\tsuch\tas,\tthe\t\u00E2\u0080\u0098Tea\twith\tHelen\u00E2\u0080\u0099\tevery\tFriday\tmorning.\tThis\ttea\tis\ta\tgathering\tof\tparents\tto\tchat\tabout\teducational\tand\tparental\tquestions\tthat\tcome\tup\twhile\traising\tchildren\tin\ta\tdemocratic\tschool\tand\tbeyond.\t\tLike\ttheir\tchildren,\tthe\tparents\tat\tWindsor\tHouse\thave\tmany\toptions\tto\tchoose\tfrom\tif\tthey\twish.\tFor\texample\tthere\tis\ta\tweekly\toption\tto\tjoin\tthe\tCoywolves\tand\tForest\tSchool.\tBoth\tare\toutdoor\tprograms\twith\twalks,\texplorations,\tstories,\tand\tgames.\tOther\toptions\tinclude\tvolunteering\tat\tsocial\tstudies\tclasses;\ttheater;\tacademics\tsuch\tas\tmath\tand\tEnglish;\twood\tworkshops;\thistory;\tand\tphilosophy.\tMany\ttimes\tthe\tclasses\toffered\tdo\tnot\tcover\tone\tsingle\tsubject\tbut\tare\tinstead\tseveral\tcombined\ttogether,\tsince\tthere\tis\tno\treason\tto\tcreate\tthis\tdivision.\tThe\tschool\tmeets\tthe\trequirements\tof\tthe\tmainstream\tcurriculum\tin\tits\town\tunique\tways.\tThis\tis\tsimilar\tto\tPinar\u00E2\u0080\u0099s\t(1994)\tconcept\tof\tcurriculum\tas\tcurrere,\twhich\tis\ta\tlived\tcurriculum.\tAs\tPinar\t(1994)\texplains,\t\tIt\tis\tregressive-progressive-analytical-synthetic.\tIt\tis,\ttherefore,\ttemporal\tand\tconceptual\tin\tnature,\tand\tit\taims\tfor\tthe\tcultivation\tof\ta\tdevelopmental\tpoint\tof\tview\tthat\thints\tat\tthe\ttranstemporal\tand\ttransconceptual.\tFrom\tanother\tperspective,\tthe\tmethod\tis\tthe\tself-conscious\tconceptualization\tof\tthe\ttemporal,\tand\tfrom\tanother,\tit\tis\tthe\tviewing\tof\twhat\tis\tconceptualized\tthrough\ttime.\tSo\tit\tis\tthat\twe\thope\tto\texplore\tthe\tcomplex\trelation\tbetween\tthe\ttemporal\tand\tconceptual.\tIn\tdoing\tso\twe\tmight\tdisclose\ttheir\trelation\tto\tthe\tSelf\tand\tits\tevolution\tand\teducation.\t\tAt\tWindsor\tHouse,\tstudents\tand\tstaff\texamine\tthe\tpast\tand\tfuture\tpossibilities\twhile\tbeginning\tto\tsynthesize\tthem\tinto\ta\tbiographical\tpresent.\tFor\tinstance,\tseveral\ttimes\ta\tyear\tthere\tare\tsimulation\tgames,\tor\tsim\tgames,\tin\twhich\tchildren\tand\tstaff\tstudy\thistory,\tgeography,\teconomics,\tdrama,\tsocial\tskills,\tlanguage\tarts,\tand\tmuch\tmore.\tThey\tplay\ta\tdifferent\ttime\tin\thistory\twith\tall\tthe\trequirements\tof\t\t 22\tthat\ttime.\tEach\tof\tthem\tis\tinvited\tto\tbring\tpersonal\tpast\texperiences\tinto\tthe\tplaying/studying\tas\twell\tas\tfuture\timaginations.\tSometimes\tthirty\tchildren\ttake\tpart\tin\tthe\tsim\tgames,\tat\ttimes\tincluding\tmost\tof\tthe\tschool.\tThe\tsim\tgame\tis\tan\texample\tfor\tthe\tmulti-age\tgrouping.\tIn\tthe\tcity\tof\tthe\tsim\tgame\tone\tcould\tfind\tchildren\tfrom\tthe\tcottage\tthrough\tthe\thigh\tschool\tchildren.\tAnother\tdifferent\trather\tspecial\tsupport\tchildren\thave\tat\tWindsor\tHouse\tis\tthe\tpersonal\tadvisor\tfor\teach\tchild.\tEach\tchild\tchooses\tone\tstaff\tmember\tto\tbe\ther/his/their\tadvisor.\tThe\tadvisor\tis\tthere\tto\tsupport\tthe\tchild\u00E2\u0080\u0099s\tjourney\tin\tthe\tschool\tin\tall\taspects\t(e.g.\temotional,\tsocial,\tand\tacademic).\tIn\taddition\tto\tdaily\tlife\tencounters,\tthe\tadvisor\tmeets\tthe\tchild\tand\tparent\u00E2\u0080\u0099s\tseveral\ttimes\ta\tyear\tto\tset\tgoals\tand\thave\tconversations\tabout\tany\tissues\tthat\tarise\tfor\tthe\tstudent\tor\tfor\tothers\tin\trelation\tto\tthe\tstudent.\tIn\trelation\tto\tsim\tgames,\tat\tWindsor\tHouse\tthere\tare\tseveral\ttheater\tproductions\tduring\ta\tschool\tyear.\tThose\tare\tpicked\tor\twritten\tby\tstudents,\tas\twell\tas,\tdirected,\tplayed,\tstaged,\tand\tdesigned\tby\tstudents\tof\tall\tages.\tIt\tis\tthe\tmost\tmulti-aged\tlived\texperience\tin\tWindsor\tHouse.\t\tAlso,\tin\tsupport\tof\tstudents,\tthere\tis\tthe\tJC,\twhich\tis\tthe\tJustice\tCommittee.\tIssues\tare\tpassed\ton\tto\tthe\tJC\twhen\tsituations\tin\twhich\tstudents\tand\tstaff\tcannot\treach\ta\tresolution\tto\ta\tconflict\tor\tdisagreement.\tTo\tbring\tan\tissue\tto\tthe\tJC,\tany\tcommunity\tmember\t(student,\tstaff,\tor\tparent)\twrites\ta\tcomplaint\tand\tplaces\tit\tin\tthe\tJC\tbox.\tAll\tcommunity\tmembers\tinvolved\tare\tinvited\tto\ta\tmeeting\tto\tdiscuss\tthe\tissue\tat\thand.\tThe\tJC\tis\trun\tby\tstudents\tand\ta\tstaff\tmember\tand\tstudents\tcan\tvolunteer\tto\tbe\tpart\tof\tJC.\tI\toriginally\twrote\tthis\tstory\tabout\tWindsor\tHouse\tas\tI\tbegan\tmy\tstudy.\tHowever,\tthe\tschool\tchanged\tin\tthe\tsummer\tof\t2016,\twhen\tI\twas\tno\tlonger\tonsite\tconducting\tthis\tstudy\tbut\twas\tin\tthe\twriting\tphase.\tThus,\tit\tis\timportant\tto\tmention\tthat\tI\tdid\tnot\trevise\tthe\tstory\tafter\thaving\tcompleted\tthe\tstudy\tand\tafter\tthe\tschool\ttransitioned\tto\tbeing\tmulti-campus.\tFollowing\tthat\tsummer,\tthe\tschool\tcommunity\thad\tto\tmove\tout\tof\ttheir\tNorth\tVancouver\tlocation\tto\tan\tunknown\tfuture.\tThe\tbig\tmove\tout\tof\tthe\tschool\tbrought\tmany\tchanges\tthat\tare\tnot\tdiscussed\tin\tthis\tstudy.\t\t 23\tOn\tSeptember\t2016,\tWindsor\tHouse\tstarted\ta\tnew\tjourney\tin\ta\tmulti-campus\tformat.\tThis\tchange\thappened\tbecause\tSchool\tDistrict\t44\t(North\tVancouver)\twas\tno\tlonger\table\tto\tlease\tthe\tschool\tbuilding,\tas\tit\twas\tslated\tto\tbe\tdemolished.\tIn\tpractice,\tit\tmeans\tthat\ton\tany\tgiven\tday\tthere\tare\tseveral\tlocations\tstudents\tcould\tgo\tto.\tAll\tsign\tups\thappen\tin\tadvance\tonline.\tAs\ta\tresult,\tmost\tcommunication\thas\tmoved\tto\ta\twebsite\tthat\tonly\tcommunity\tmembers\tcan\taccess.\tIn\tthe\told\tbuilding\t(where\tthis\tstudy\ttook\tplace),\tthere\twere\topportunities\tfor\tmore\tmulti-age\tofferings\tin\tone\tbuilding\tand\tit\thas\tbeen\ta\tchallenge\tto\tnot\thave\taccess\tto\tthe\twhole\tstaff\ttogether\tin\tthe\tnew,\tmulti-campus\tsetting,\tand\tto\tbuild\trelationships\tthat\thold\ta\tcollective\tspace.\tA\tspecial\tflow\twas\tpossible\tin\tthe\told\tform\tof\tthe\tschool,\tin\twhich\teveryone\twas\tat\tthe\tsame\tlocation,\tsince\tchanges\tand\tadaptations\twith\tand\tamong\teducators\tand\tstudents\tcould\thappen\ton\tthe\tspot.\tThis\tform\tincluded\tmore\tdiverse\tunplanned\tinteractions,\tpersonal\tand\tdemocratic\tpractices,\tand\tmore\tpluralistic\texperiences.\tHowever,\tit\tis\timportant\tto\tmention\tthat\twith\tthe\tcurrent\tformat\tof\tthe\tschool\tthere\tare\tmany\tnew\topportunities.\tIn\tthe\tmulti-campus\tsetting,\tthe\tstaff\thave\tmore\tof\tan\topportunity\tto\tunpack\twhat\teach\tother\treally\thave\tto\tcontribute\tif\tthey\twere\tworking\ttogether.\tThis\tformat\talso\toffers\topportunities\tto\trecognize\tthe\tdeep\tdifferences\tthat\twere\tthere\tall\talong\tand\tonly\tcame\tout\tin\tthe\tnew\tsituation\tof\tseparation.\tIn\tthe\tmulti-campus\tsetting,\tstudents\tcan\tsign\tup\tfor\tdifferent\tlocations\tor\tspaces,\tsuch\tas\tdays\tat\tthe\tfarm,\ta\tmaker\tspace,\tand\tthe\ttheater\tprograms\tthat\truns\tin\ta\treal\ttheater.\tThe\tnew\tformat\trepresents\tthe\tongoing\tinterruptions\tand\tthe\tneed\tfor\tadaptations,\twhich\twill\tbe\texplored\tin\tdepth\tlater\ton\tin\tthis\tthesis.\tNow,\tduring\tits\tthird\tschool\tyear\tin\tmulti-campus\tsetting,\tthe\tschool\tcommunity\tcontinues\tto\tsearch\tfor\ta\tschool\tbuilding\tthat\tcan\taccommodate\tall\tstudents\tand\tstaff.\t\tDemocratic\tEducation\tDiverse\tliterature\taddresses\tthe\ttopic\tof\tdemocratic\teducation.\tIn\tthis\tthesis,\tI\trefer\tto\tdemocratic\teducation\tand\tallude\tto\tthe\tnotion\tof\tdemocracy\tin\tterms\tof\tindividual\trights,\tliberty,\thappiness,\tduties,\tself-determination,\tand\tfreedom\tin\trelation\tto\tits\tcommunity.\tDemocratic\teducation\tis\tgoverned\tby\tthe\tpeople\tfor\tthe\tpeople\tin\tprotection\tof\tpeople\u00E2\u0080\u0099s\trights\tand\tneeds,\tin\twhich\tall\tpeople\thave\ta\tvoice.\tAs\tSadofsky\t(2019)\tnotes,\tand\tmany\tdo\tnot\tgrasp\tas\tnewcomers,\t\t\t 24\tSudbury\tschools\tare\tgoverned\tdemocratically,\tand\tthat\tis\tindeed\twicked\tcool,\tbut\tthe\tway\tkids\tsee\tit\tis\tnot\tso\tabstract.\tThey\taren\u00E2\u0080\u0099t\tthinking\tall\tthe\ttime\tabout\tthe\tway\ta\tdemocracy\tworks,\tand\tyet\twhat\tthey\tsee\tis\tthat\tthey\tare\tin\tcontrol\tof\twhat\thappens\tto\tthem,\tand\tto\tthe\tatmosphere\tof\ttheir\tcommunity.\tThat\tis\ta\tpowerfully\tmaturing\tconcept.\tThese\tare\tthe\tenormous\tlife\tlessons\t\u00E2\u0080\u00A6\tWe\tfeel\tthat\tSudbury\tschools\toffer\tstudents\tan\teducation\tthat\tis\tgrounded\tin\tempowerment,\tgrowing\tcompetence,\tand\tthe\tconfidence\tgained\tfrom\tbeing\table\tto\thold\tyour\town\twith\ta\tgroup\tof\tpeople\tin\ta\thigh-powered\tenvironment.\tAnd\tthis\tkind\tof\teducation\tis\tmore\tlikely\tto\tafford\tthe\tflexibility\tthe\tworld\tdemands\tfrom\tself-actualized\t21st\tcentury\tadults.\t(para.\t4\u00E2\u0080\u00938)\t\tSadofsky\t(2019)\trefers\tto\tSudbury,\twhich\tis\ta\tdemocratic\tschool,\tas\ta\tdemocratic\tlived\texperience,\twhere\tchildren\tabove\tall\tare\tpeople,\tnot\tmerely\tlearners.\tAs\tsuch,\tdemocracy\tis\tnot\tknown\tas\tdefinite\tspecific\tnotion.\tThis\tconcept\tis\tbased\ton\tvalues\tsuch\tas\tempowerment,\tgrowing\tcompetence,\tand\thaving\ta\tflexible\tmindset.\tTo\tcontinue\tSadofsky\u00E2\u0080\u0099s\tunderstanding\tof\tthe\tposition\tof\tkids/people/students\tin\tdemocratic\teducation,\tBiesta\t(2009a)\temphasizes\tthe\tdifference\tbetween\tthe\tterms\tlearner,\tstudent,\tand\tspeaker\twithin\teducation\tversus\temancipatory\teducation.\tBiesta\t(2009a)\tnotes\tthat\tthe\tnotion\tof\temancipatory\teducation\tstarts\tfrom\tthe\tassumption\tthat\tstudent\tis\ta\tspeaker\twho\thas\tthe\tability,\tright,\tand\tsomething\tto\tshare\tand\tis\tnot\tperceived\tas\ta\tlearner,\twho\tmust\tlack\tsomething\tthat\tis\tneeded\tto\tbe\tlearnt.\tThus,\tin\torder\tto\tget\trid\tof\tthe\tcircle\tof\tpowerlessness\tof\ta\tlearner\tor\ta\tstudent,\tthe\tstarting\tassumption\tshould\tbe\tequality,\tin\twhich\tstudents\tare\tviewed\tas\tspeakers\tfrom\tthe\tbeginning\tof\tthe\tinteraction.\tMuch\thas\tbeen\twritten\tabout\tpeople\u00E2\u0080\u0099s\tpersonal\tjourneys\tand\texperiences,\twith\tseveral\toverarching\tacademic\tarticles\tand\tbooks\tbeing\tpublished\t(e.g.,\tHern,\t2003;\tLucas,\t2011;\tMercogliano,\t2007).\tTherefore,\tit\tis\timportant\tfirst\tto\tprovide\tbackground\ton\tthis\ttype\tof\teducation\tin\ta\thistoric,\teducational,\tand\tcultural\tcontext.\tTo\tbegin,\tin\tthe\tearly\t1920s,\tthere\twere\tvery\tfew\tinnovative\tschools,\tand\tthose\tthat\texisted\twere\tindependent\tand\tstood\tas\tlocalized\tinnovations.\tTwo\tnotable\texamples\twere\tthe\tKorczak\tOrphanage,\tnamed\tHome\tfor\tOrphans\t(located\tin\tPoland\tfrom\t1912\u00E2\u0080\u00931942),\tand\tSummerhill\tschool\t\t 25\t(located\tin\tEngland\tfrom\t1921\u00E2\u0080\u0093present).\tThe\tHome\tfor\tOrphanage\twas\testablished\tin\tWarsaw\tfor\tJewish\tchildren\tand\tlater,\tduring\tthe\tNazi\toccupation\tof\tPoland,\trelocated\tinside\tthe\tWarsaw\tGhetto.\tThis\thome\tran\tin\tmuch\tthe\tsame\tway\tas\tthe\tdemocratic\tschools\tof\ttoday\tdo;\tthat\tis,\tchildren\tand\tadults\thad\tresponsibilities,\trights,\tand\texperienced\tthe\tsense\tof\tfreedom\t(Medvedeva-Nathoo,\t2012).\tKorczak\tvalued\tchildren\tas\thuman\tbeings\twho\tdeserve\trespect.\tHe\targued\tthat\tone\tof\tthe\tcore\tprinciples\tof\tsocial\tjustice,\twhich\tbecame\tan\timportant\taxiom\tin\tdemocratic\teducation,\tis\tthe\tright\tof\tchildren\tto\tbe\trespected\t(Medvedeva-Nathoo,\t2012).\tKorczak\testablished\tthe\tHome\tfor\tOrphanage\tas\tdemocratic\tout\tof\tnecessity,\tknowing\tthe\tchildren\u00E2\u0080\u0099s\tparents\twere\tnot\table\tto\tbe\tthere\tto\tprotect\tthem\tand\tvoice\ttheir\tneeds\tand\twishes.\tKorczak\u00E2\u0080\u0099s\tplace\tserved\tas\thome,\tschool,\tand\textended\tfamily\tfor\tall.\tIt\thad\ta\tparliament,\tjustice\tsystem,\tand\tresponsibilities\tthat\tapplied\tto\tindividuals\tof\tall\tages,\tincluding\tKorczak\thimself.\tMany\teducators\tin\tthe\tglobal\tdemocratic\teducation\tcommunity\tstill\trefer\tto\tKorczak\u00E2\u0080\u0099s\tplace\tas\tthe\tbeginning\tof\tdemocratic\teducation.\tAlongside,\tthere\twas\tanother\talternative\tschool\tin\tEngland,\tnamed\tSummerhill.\tThis\tdemocratic\tschool,\talso\tknown\tas\ta\tfree\tschool,\tis\ta\tboarding\tschool\tand\tcommunity\tof\tapproximately\t100\tpeople.\tIt\tincludes\tchildren\taged\tbetween\t5\tand\t17\tand\tadults.\tAs\tis\tstated\ton\tthe\tschool\twebsite:\tThe\timportant\tfreedom\tat\tSummerhill\tis\tthe\tright\tto\tplay.\tAll\tlessons\tare\toptional.\tThere\tis\tno\tpressure\tto\tconform\tto\tadult\tideas\tof\tgrowing\tup,\tthough\tthe\tcommunity\titself\thas\texpectations\tof\treasonable\tconduct\tfrom\tall\tindividuals.\tBullying,\tvandalism\tor\tother\tanti-social\tbehaviour\tis\tdealt\twith\ton-the-spot\tby\tspecially\telected\tombudsmen,\tor\tcan\tbe\tbrought\tto\tthe\twhole\tcommunity\tin\tits\tregular\tmeetings.\t(Summerhill,\tn.d.,\tpara.\t14)\tAlthough\tthese\tschools\tare\tsimilar\tto\tcurrent\tdemocratic\tschools,\tit\tis\timportant\tto\tnote\tthat\tboth\tinstitutions,\tKorczak\tand\tSummerhill,\tdid\tnot\thave\tthe\tparent\tcomponent\tas\tan\tintegral\tpart\tof\tdaily\tlife.\tIn\tthe\tdemocratic\tschools\tthat\thave\tfollowed,\tparents\tplay\tan\timportant\trole\tin\tthe\tschool\tcommunity.\tIn\tthe\t1960s,\talternative\tschools\tbegan\tto\textend\tto\tthe\tUnited\tStates\tand\tEngland.\tIn\tthe\tbeginning\tthey\twere\tnot\tclassified\tas\tdemocratic\tschools\tbut\thad\tdifferent\tnames\tsuch\tas\tSudbury\tValley\tSchool,\tfree\tschools,\topen\tschools,\tand\talternative\tschools.\tIt\twas\tonly\tin\tthe\tlate\t1980s\twhen\ta\tschool\twas\tfirst\tnamed\ta\t\t 26\tdemocratic\tschool\u00E2\u0080\u0094the\tDemocratic\tSchool\tof\tHadera,\tIsrael\u00E2\u0080\u0094coined\tby\tYaacov\tHecht.\tAs\tis\tmentioned\ton\tthe\tschool\twebsite,\t\u00E2\u0080\u009CThe\tDemocratic\tSchool\tof\tHadera\twas\testablished\tin\t1987\tby\ta\tgroup\tof\tparents\tand\tyoung\teducators\u00E2\u0080\u009D\t(Democratic\tSchool\tof\tHadera,\tn.d.-a.,\tpara.\t1)\twho\twished\tto\tcreate\ttogether\ta\tschool\tthat\twould\tgive\tits\tpupils\t\u00E2\u0080\u009Cfreedom\tof\tchoice\tin\tlearning\tand\tother\tactivities\twhile\texperiencing\tdaily\tlife\tin\ta\tdemocratic\tframework\u00E2\u0080\u009D\t(Democratic\tSchool\tof\tHadera,\tn.d.-a,\tpara.\t1).\tToday,\t32\tyears\tafter\tit\twas\tfounded,\tthe\tschool\tbelongs\tto\tthe\tIsraeli\tMinistry\tof\tEducation\tSystem,\tfunctioning\tas\ta\tnon-regional\tschool\twith\tapproximately\t400\tstudents\tfrom\t4\tto\t18\tyears\tof\tage\t(Democratic\tSchool\tof\tHadera,\tn.d.-a).\tAlthough\tthere\tis\tno\tlocal\tor\tglobal\tdesire\tamong\tdemocratic\teducation\tcommunities\tto\tcreate\tany\tsort\tof\tdefinition\tor\ta\tvision\tstatement\tof\tdemocratic\teducation,\tI\tfind\tthe\tfollowing\tstatement\tfrom\tthe\tDemocratic\tSchool\tof\tHadera\u00E2\u0080\u0099s\t(n.d.-b)\twebsite\tsuitable\tto\tmany\tdemocratic\tschools\taround\tthe\tglobe:\tThe\tschool\tviews\tits\tstudents\tas\tcomplete\thuman\tbeings\tand\tallows\tthem\tto\tfocus,\tfrom\ta\tyoung\tage,\ton\twhat\tis\timportant\tto\tall\thuman\tbeings\u00E2\u0080\u0094acquiring\tself-knowledge,\tsetting\tgoals,\tand\tacquiring\tthe\trequisite\tskills\tto\trealize\tthem.\tIt\tis\tfreedom\tof\tchoice\tthat\tenables\tthe\tstudents\tto\texperience\ta\tdeep\tsense\tof\tautonomy,\tsovereignty,\tand\tself-worth,\tand\tthese\tintensify\tthe\tchild\u00E2\u0080\u0099s\tinner\tstrengths.\tEach\tone\tof\tus\thas\tdifferent\tskills\tand\ttalents,\ttypes\tof\tintelligence,\tlearning\tpace\tor\tmotivation.\tWe\ttry\tto\tencourage\teach\tand\tevery\tstudent\tto\tfully\trealize\ther\tor\this\tpotential\twhile\ttaking\tindividual\tdesires\tand\ttalents\tinto\taccount.\tThe\tfundamental\tbelief\tthat\tevery\tchild\tcan\texcel\tat\tsomething\thelps\tus\tto\taccompany\teach\tone\ton\ta\tjourney\tof\tself-discovery\twhile\ttrying,\tat\tthe\tsame\ttime,\tto\tascertain\tthe\tchild\u00E2\u0080\u0099s\ttalents\tand\taspirations.\t(para.\t5)\tFollowing\tin\tthe\tfootsteps\tof\tthe\tHadera\tdemocratic\tschool,\tduring\tthe\t1990s,\tthe\tterm\tdemocratic\tschool\tbecame\tmore\tpopular\tand\tmany\tschools\tadopted\tthis\tname\t(Hecht,\t2010;\tR.\tMiller,\t2007).\tThe\tfirst\twave\tof\tdemocratic\tschools\twere\tperceived\tas\tproblematic\tand\twere\tcriticized\tby\ttwo\topposing\tsides\tof\tthe\tpolitical\tspectrum\tin\tthe\tUnited\tStates\u00E2\u0080\u0094the\trepublicans\t(conservatives)\tas\twell\tas\tby\tsocial\tdemocrats\t(progressives)\u00E2\u0080\u0094for\tnot\t\t 27\tsupporting\tdemocratic\tsociety\tin\tthe\tway\tthose\tcriticizing\tthe\tschools\tbelieved\tit\tshould\tbe\tdone\t(R.\tMiller,\t2007).\tThe\tconservatives\tbelieve\tin\ta\tcontrolled\tsociety\tin\twhich\tchildren\tshould\tbe\tschooled\tand\tshould\tnot\ttake\tpart\tfully\tin\tparticipatory\tdemocracy,\tespecially\tin\tschools.\tAs\tR.\tMiller\t(2007)\tclarifies:\tA\tdefining\tfeature\tof\tconservative\tpolitical\tand\tsocial\tthought\tis\tits\tmistrust\tof\tpure\tdemocracy.\u00E2\u0080\u00A6\tUntamed\thuman\timpulses\tare\tnot\ttrusted.\tIf\tchildren\tare\tnot\tschooled\tin\tthe\trules\tof\tcapitalism,\trepublican\tcitizenship,\tand\tmorality,\tthere\twould\tbe\tanarchy,\tlevelling\t(an\tattack\ton\tprivate\tproperty),\tand\tsocial\tupheaval.\t(para.\t7)\tOn\tthe\tother\thand,\tfor\tthe\tprogressives,\tthe\tcritique\twas\tbased\tupon\ta\tbelief\tin\tpublic\teducation,\tas\topposed\tto\tchild-centred\tapproaches,\twhich\tmay\tlead\tto\tcompetitive\tindividualism.\tDewey\t(1938),\tfor\texample,\tcriticizes\tthe\tchild-centred\tapproach\tin\tExperience\tand\tEducation.\tThis\tfirst\twave\tof\tdemocratic\tschools\tconnected\twith\tDewey\u00E2\u0080\u0099s\topinion\tin\tdifferent\tways\tand\tincluded\tapproximately\t1,000\tschools\tacross\tthe\tUnited\tStates\tas\twell\tas\tsome\tin\tEurope.\tBack\tthen\tthey\twere\tnot\tcalled\tdemocratic\tschools.\tMany\tof\tthose\tschools\tdid\tnot\tsurvive\tpublic\tpressure\tfrom\tdifferent\tgroups\tin\tthe\tsociety.\tHowever,\tin\tthe\tearly\t1990s,\ta\tnew\tblossoming\tof\tdemocratic\tschools\tgradually\ttook\tplace.\tIn\t1993,\tthe\tfirst\tInternational\tDemocratic\tEducation\tConference\t(IDEC)\twas\theld,\twhich\twas\tinitially\tcalled\tthe\tHadera\tConference\t(Hecht,\t2010).\tThis\tconference\ttook\tplace\tin\tIsrael\twith\t40\tparticipants\tand\tmarked\tthe\tbeginning\tof\ta\tglobal\tdemocratic\teducation\tcommunity\t(Hecht,\t2010).\tFrom\tthen\tuntil\ttoday,\tdemocratic\teducation\thas\tbecome\ta\tglobal\tphenomenon\tthat\toffers\tan\talternative\tfor\tmainstream\teducation.\tIDEC\tgathers\teducators\tevery\tyear\ton\ta\tdifferent\tcontinent,\twith\tparticipants\tfrom\thundreds\tof\tschools\taround\tthe\tworld\twho\tlocate\tthemselves\twithin\tthe\twide\tspectrum\tof\tdemocratic\teducation.\tThe\t24th\tIDEC\ttook\tplace\tin\tApril\t2017\tin\tIsrael\tand\tincluded\tapproximately\t3,000\teducators\tfrom\t30\tcountries\tworldwide\t(Alternative\tEducation\tResource\tOrganization,\t2017).\tOn\tthe\tsubject\tof\tphilosophy\tof\tdemocratic\tschools,\tthe\tIDEC\t2017\twebsite\tstates,\tEvery\tone\tof\tus\tis\tunique\tand\tspecial\tand\tcarries\twith\thim/her\tan\tirreplaceable\tgift\tto\tthe\tworld.\tTo\tsustain\ta\tthriving\tand\tpeaceful\thuman\tsociety\twe\tmust\taspire\tto\thave\t\t 28\teach\tand\tevery\tone\tof\tus\tfind\tand\texpress\this/her\tuniqueness.\tThe\tpremise\tis\tthat\ta\tperson\twho\tis\tin\ta\tmeaningful\tquest\tto\tshape\this/her\tidentity\tand\tfeels\tsupported\tin\tthis\tquest\tand\tthat\this/her\tinner-self\tis\tappreciated\twould\tbe\table\tto\tappreciate\tthe\tuniqueness\tof\tthose\taround\thim/her\tand\tto\tsupport\tthem\tin\texpressing\tit.\tThe\tdemocratic\teducation\tis\taimed\tat\tenabling\tthe\tindividual\tand\tthe\tgroup\tto\texplore,\tdevelop,\tand\texpress\ttheir\tuniqueness.\tThe\tbest\t\u00E2\u0080\u009Cuser\tmanual\u00E2\u0080\u009D\tfor\trealizing\tthese\tgoals\tis\tthe\tBill\tof\tHuman\tRights.\tThe\tFreedom\tof\tThought\tand\tExpression;\tThe\tRight\tto\tFree\tMovement;\tThe\tRight\tto\tEquality\tand\tRecognition\t\u00E2\u0080\u00A6\tare\tall\tcrucial\tfor\tnurturing\tand\tdeveloping\tan\tindependent,\tcreative,\tand\tsocially-aware\thuman\tbeing.\t\t(IDEC,\t2017,\t\u00E2\u0080\u009CThe\tPhilosophy,\u00E2\u0080\u009D\tpara.\t1\u00E2\u0080\u00933)\tThe\tdemocratic\tschool\tthat\twas\tthe\tfocus\tof\tthis\tstudy,\tWindsor\tHouse,\ttakes\tan\tactive\trole\tin\tthis\tinternational\tcommunity\tand\thosted\tthe\t16th\tIDEC\tin\t2008.\tI\tattended\tthis\tconference,\tand\tit\tgave\tme\tmy\tfirst\topportunity\tto\tget\tto\tknow\tthis\tschool\tcommunity\ton\ta\tmore\tpersonal\tlevel.\t\u00E2\u0080\u009CAt\tthe\tmoment\tthere\tare\tabout\t1000\tschools\taround\tthe\tworld\twhich\tcall\tthemselves\tdemocratic\tschools\u00E2\u0080\u009D\t(European\tDemocratic\tEducation\tCommunity\tGreece,\tn.d.,\tpara.\t1).\tThose\tcan\tbe\tfound\tin\t36\tcountries\t(Alternative\tEducation\tResource\tOrganization,\tn.d.),\tincluding\tUkraine,\tIsrael,\tPoland,\tSouth\tKorea,\tBrazil,\tJapan,\tHolland,\tand\tthe\tUSA,\tjust\tto\tname\tfew.\tIn\tmost\tcountries,\tthese\tschools\tare\tconsidered\tsites\tof\talternative\teducation\tand\tdo\tnot\treceive\tpublic\tfunding.\tIn\tthat\trespect,\tWindsor\tHouse\tis\tdifferent\tfrom\tmost\tdemocratic\tschools,\tas\tit\thas\tbeen\ta\tpublic\tschool\tfor\tthe\tlast\t48\tyears.\tThis\tis\tunique\tworldwide.\tThe\tonly\tother\tknown\tinstance\tof\tthis\toccurring\tis\tin\tIsrael,\twhere,\tafter\tyears\tof\tnegotiations\tbetween\tthe\tIsraeli\tMinistry\tof\tEducation\tand\trepresentatives\tof\tdemocratic\tschools,\tan\tagreement\twas\treached\tfor\tsome\tdemocratic\tschools\t(many,\tbut\tnot\tall)\tto\tbecome\tpublic\tschools\t(Scope,\t2017).\tThis\trecent\tagreement\tmay\tcreate\ta\tnew\twave\twithin\tthe\tdemocratic\tschool\tcommunity\tin\tIsrael\tas\tthese\tschools\tbecome\tavailable\tto\tall,\tnot\tonly\tfor\tparents\twho\tcould\tpay\thigh\tmonthly\ttuition\tfees.\tOver\tthe\tlast\tfew\tyears,\tthe\tinternational\tdemocratic\teducation\tcommunity\thas\tbegun\tto\tcollaborate\tand\tbecome\ta\tnetwork\tof\tschools\tthat\tare\tlearning\tand\tsharing\ttheir\tpractices\tand\tunderstandings\tof\tdemocratic\teducation\tbeyond\ttheir\tschools,\tthat\tis,\twith\tthe\tpublic\tat\tlarge.\tDifferent\torganizations\tare\tcoming\ttogether\tat\tlocal\tconferences\tas\t\t 29\tresult\tof\ta\tneed\texpressed\ton\tthe\tground.\tFor\tinstance,\tin\tEurope\tin\t2006,\tmembers\tof\tthe\tdemocratic\teducation\tcommunity\tput\tforward\tthe\tidea\tof\thaving\ta\tEuropean\tdemocratic\teducation\tconference.\tBy\t2008,\tthe\tfirst\tEuropean\tDemocratic\tEducation\tConference\twas\thosted\tin\tGermany,\tand\tit\tcontinues\tto\trun\tonce\ta\tyear\t(European\tDemocratic\tEducation\tConference,\tn.d.).\tAnother\tinstitute\tstarted\tin\tthe\tUnited\tStates\tof\tAmerica\tcalled\tthe\tInstitute\tfor\tDemocratic\tEducation\tin\tAmerica.\tIn\t2003,\tthe\tfounders\tof\tthis\tinstitute\tstarted\ta\t\u00E2\u0080\u009Cnational\torganization\tthat\tcould\tcatalyze\tmeaningful\teducational\tchange\tbased\ton\tdemocratic\tvalues\tand\thuman\trights\u00E2\u0080\u009D\t(Institute\tfor\tDemocratic\tEducation\tin\tAmerica,\tn.d.,\tpara.\t1).\tThey\twished\tto\tgalvanize\tmeaningful\teducational\tchange.\t[They\tconceived\tof]\tan\torganization\tthat\twould\tredefine\tdemocratic\teducation\tand\tdirect\tits\tmessage\toutward,\tto\tthe\tgeneral\tpublic.\tA\tcore\tbelief\twas\tthat\tthe\tbest\tway\tto\teffect\twidespread\tchange\twas\tto\tcollaborate\twith\tstudents,\teducators,\tand\tpolicymakers\tin\ta\tvariety\tof\tsettings.\tThey\talso\tbelieved\tin\tthe\tneed\tto\tbridge\tconversations\taround\tsocial\tjustice,\tstudent\tvoice,\tand\tsustainability.\t(Institute\tfor\tDemocratic\tEducation\tin\tAmerica,\tn.d.,\tpara.\t3)\tOn\tthe\tother\tside\tof\tthe\tglobe,\tAustralia,\tthere\tis\tanother\tgrowing\tcommunity\tof\tdemocratic\teducation.\tIn\t2001,\tthe\tfirst\tAustralasian\tDemocratic\tEducation\tCommunity\tconference\twas\thosted\tin\tCurrambena,\tSydney,\tAustralia,\tand\tit\tcontinues\tto\trun\tannually\t(Australasian\tDemocratic\tEducation\tCommunity,\tn.d.).\tThe\tAustralasian\tDemocratic\tEducation\tCommunity\tstate\ton\ttheir\t2018\tconference\twebsite:\t\tWe\tare\tcommitted\tto\tproviding\ta\tcaring,\tharmonious\tenvironment\twhere\tthe\tacademic,\tphysical,\tsocial,\temotional\tand\tcreative\tdevelopment\tof\teach\tindividual\tstudent\tis\tattained\tto\ttheir\tmaximum\tpotential.\tThis\tis\tachieved\tthrough\tsmall,\tmulti-age\tsettings,\twith\ta\thigh\tteacher\tto\tstudent\tratio,\twhere\tteachers,\tparents\tand\tthe\tcommunity\twork\ttogether\tto\tnurture\tpositive\tself-esteem\tand\tencourage\tall\tstudents\tto\tbecome\tresponsible\tand\tmotivated.\t(Pine\tCommunity\tSchool,\tn.d.,\tpara.\t4)\t\t 30\tAnother\tgrowing\tdemocratic\teducation\tcommunity\tthat\twas\tless\tknown\tand\tin\tthe\tlast\tfew\tyears\treached\tout\tactively\tto\tthe\tIDEC\tcommunity\tis\tlocated\tin\tSouth\tKorea.\tAs\tJerry\tMintz\t(n.d.)\twrote\tfollowing\this\tattendance\tin\tIDEC\t22nd\tin\tKorea:\tThere\tare\tan\testimated\t200\u00E2\u0080\u0093300\tdemocratic\tschools\tin\tKorea,\tbut\tmost\tof\tthem\tare\tconsidered\tillegal\tand\tare\tnot\tregistered.\tThe\tminority\tof\tschools\tthat\tare\tregistered\tand\tapproved\thave\trun\tinto\tproblems\twith\tthe\teducation\tbureaucracy\ttrying\tto\tcontrol\tand\tchange\tthem.\tNow\tthe\tgovernment\twants\tthem\tall\tto\tregister,\tbut\twith\tno\tassurance\tthat\tthey\twill\tbe\table\tto\tcontinue\tbeing\tfreedom-based\tdemocratic\tschools.\t(para.\t3)\tOn\ta\tdifferent\tscale,\tanother\tinnovative\torganization\temerged\tfrom\tthe\tdemocratic\teducation\tmovement\tcalled\tEducation\tCities.\tThis\torganization\twas\tfounded\tin\t2010\tin\tIsrael\tand\tis\tcurrently\tspreading\tacross\tdifferent\tlocations\tin\tthe\tworld\t(hundrEd,\tn.d.).\tAs\tstated\ton\tthe\thundrED\t(n.d.)\twebsite,\tthe\tEducation\tCities\tmission\tis\tto\t\u00E2\u0080\u009Cdevelop\tthe\tart\tof\tcollaboration\u00E2\u0080\u009D\t(para.\t1),\tthat\tis,\tturning\tthe\tcity\tinto\tone\tbig\tschool\tby\tfostering\tcollaboration\tbetween\tchildren,\tadults,\tschools,\tand\tcity\tinstitutions.\tIn\trelation\tto\tdemocratic\teducation,\tEducation\tCities\t(n.d.)\thas\tset\tthe\tfollowing\tmission:\t\tEach\tand\tevery\tone\tof\tus,\tchildren\tand\tadults\talike,\tis\tspecial\tand\tbrings\tto\tthis\tworld\ta\tunique\ttalent.\tWith\tthat\tin\tmind,\tEducation\tCities\tdefines\tthree\tessential\tcomponents\tfor\ta\thealthy\tand\tprosperous\tsociety:\t1.\t Me\t\u00E2\u0080\u0093\tFinding\tthe\tindividual\u00E2\u0080\u0099s\tuniqueness\tand\tways\tto\texpress\tit.\t2.\t You\t\u00E2\u0080\u0093\tAcknowledging\tthe\tother\u00E2\u0080\u0099s\tuniqueness\tand\tthe\timportance\tof\texpressing\tit.\t3.\t Us\t\u00E2\u0080\u0093\tThe\tart\tof\tcollaboration.\tA\tnetwork\tof\tindividuals\twho\tfind\ttheir\tuniqueness\tand\texpress\tit,\tconcurrently\twith\ta\tshared\tcreative\twork.\t(Our\tWorldview\tsection,\tpara.\t1\u00E2\u0080\u00932)\tBeing\ta\tmember\tof\tthis\tglobal\tdemocratic\teducation\tcommunity\tfor\tmany\tyears\thas\tallowed\tme\tto\tobserve\tan\tinteresting\tshift\tin\twhich\tschools\tbecome\topen\tto\tother\tcommunities\tof\tdemocratic\tschools\tand\tat\ttimes\tcollaborate\twith\tmainstream\tschools.\tOne\tof\tthe\treasons\tfor\tthis\tshift\tmay\tbe\tthe\tfact\tthat,\tfor\ta\tlong\ttime,\tdemocratic\teducation\twas\tunder\tattack\tby\tpublic\tforces\tand\tfunctioned\tfrom\ta\tdefensive\tdisposition.\tThis\tshift\tcan\tbe\tseen\tin\tWindsor\tHouse\u00E2\u0080\u0099s\tphilosophy,\twhich\tis\tnot\tbased\ton\tthe\tbeliefs\tor\tpractices\tof\tone\t\t 31\tperson\tor\ta\tgroup,\tbut\trather\tdraws\ton\ta\tnumber\tof\teducational\tphilosophies\tfrom\tall\taround\tthe\tworld,\tas\twell\tas\tcommunity\tmembers\tand\tcurrent\teducational\tresearch\tin\tthe\talternative\teducation\tglobal\tcommunity.\tAs\tthe\tWindsor\tHouse\tSchool\t(n.d.)\twebsite\tnotes,\t\u00E2\u0080\u009CThe\tfollowing\tguiding\tprinciples\thave\temerged\tas\tcritical\tto\tthe\tsuccess\tof\tour\tyoung\tpeople:\tprofound\trespect,\tself-determination,\tdemocratic\tgovernance,\tmulti-age\tgrouping,\tparent\tparticipation,\tfreedom\twith\tresponsibility,\tand\taccountability\u00E2\u0080\u009D\t(Core\tPrinciples\tsection,\tpara.\t1\u00E2\u0080\u00932).\tThese\tguiding\tcore\tprinciples\thad\talready\tbeen\tbrought\tto\tmy\tattention\tin\tvarious\tconversations\twith\tYaacov\tHecht\t(The\tfounder\tof\tHadera\tDemocratic\tSchool,\tIsrael),\tHelen\tHughes\t(the\tfounder\tof\tWindsor\tHouse),\tand\tMeghan\tCarrico\t(The\tcurrent\tPrincipal\tof\tWindsor\tHouse\tand\tdaughter\tof\tHelen\tHughes).\tHecht\t(2010)\tdiscusses\tprofound\trespect\ttowards\tself-determination\tand\teducation\tas\ta\tbasic\tright,\twhich\tallows\tpeople\tto\tfollow\tand\texplore\ttheir\town\tstrengths.\tThis,\tHecht\targues,\tenables\tindividuals\tto\tfeel\tand\tbe\ta\tvaluable\tpart\tof\tthe\tcommunity.\tHughes\t(as\tcited\tin\tClaxton,\t2011)\tconnects\tself-determined\teducation\tto\tpersonal\thappiness\tand\tfulfillment\tin\tthe\tworld.\tSimilarly,\tCarrico\t(as\tcited\tin\tClaxton,\t2011)\temphasizes\tthe\tmulti-age\tgroupings\tin\tthe\tschool,\twhich\tenable\tnatural\tmentorship\tand\tmodelling\twithin\tthe\tcommunity\tinstead\tof\tage\tsegregation.\tIn\tthis\tway,\tschool\tis\tpart\tof\tlife\tand\tis\tnot\tseparated\tin\tartificial\tways.\tTaking\tall\tthose\telements\tinto\tconsideration,\tin\tthis\tstudy,\tthe\tparticipants\tand\tI\texplored\tmeaning\tof\tdemocratic\teducation\ttogether\tand\tapart.\tDemocratic\teducation\tholds\tmany\tpremises\twithin\tdemocratic\tand\tnon-democratic\tsocieties.\tOne\tpremise\tthat\tis\texplored\tin\tdepth\tin\tthis\tstudy\tis\tdialogue\tthat\tcan\tbe\tfound\tin\tdifferent\tforms\tin\tall\tdemocratic\teducational\tsettings.\tIt\tis\timportant\tto\tbe\treminded\tthat\tthe\tnotion\tof\tdialogue\thas\tbeen\tstudied\tfor\tmany\tdecades\tand\tauthorizes\tstudents\u00E2\u0080\u0099\tperspectives\tabout\tthe\tmeaning\tof\teducation\t(Cook-Sather,\t2002).\tHowever,\tquestions\tof\twhere,\twith\twhom,\twhat,\tand\thow\tthis\tdialogue\tcan\texist\tremain\trevolutionary\tfor\tmany.\tOn\tthe\tcontrary,\tin\tdemocratic\teducation,\tthese\tquestions\tform\tpupils\u00E2\u0080\u0099\tlived\texperiences.\tWithin\tthe\tdemocratic\teducation\tcommunity\u00E2\u0080\u0099s\tI\thave\tencountered\taround\tthe\tworld,\tdialogue\tis\tperceived\tas\thospitality\teven\tthough\tit\tis\tnot\tnamed\tas\tsuch.\tThe\tnotion\tof\thospitality\twill\tbe\tdiscussed\tin\tdepth\tthroughout\tthis\tthesis\tin\tits\tpraxis\twithin\tdemocratic\teducation.\tHowever,\tit\tis\timportant\tto\tmention\there\tthat\tthe\tuse\tof\tthis\tterm\tin\tthis\tcontext\t\t 32\trefers\tto\tDerrida\u00E2\u0080\u0099s\t(2000)\tview\tof\thospitality,\twhich\tmeans\tbeing\tand\tremaining\topen\tto\tall\tby\tinviting\tthe\tself\tinto\ta\tmutual\tdialogue\twith\tothers.\t\tCook-Sather\u00E2\u0080\u0099s\t(2002)\tquestions\tare\tcrucial\tfor\traising\tawareness\tand\tin\tcreating\tbridges\tbetween\tand\tamong\tteachers,\tadministrators,\tpolicymakers,\tand\tcommunity\tmembers\tas\tthey\tengage\tin\tdialogue\twithin\tpublic\teducation.\tAs\tCook-Sather\t(2002)\tadds:\t\tWhere\tin\tthe\tclassroom?\tWhere\tin\tthe\tschool\tday?\tWhere\tin\tthe\tadministrative\tstructure?\tWhere\tat\tthe\tschool\tboard\tmeetings?\tWhere\tin\tdistrict,\tstate,\tand\tnational\tforums?\t\u00E2\u0080\u00A6\twith\twhom\tdo\tI\tspeak\tabout\thow\teducation\tis\tworking\tand\thow\tit\tmight\tneed\tto\tchange?\tWhere\tdoes\tthe\timpetus\tfor\tchanging\ta\tcurriculum\tor\ta\tform\tof\tinteraction\tin\tschool\tcome\tfrom,\tand\thow\tcan\tstudents\tbe\tmore\tcentral\tto\tthat\tprocess?\tWhat\tare\tsome\timportant\tbarriers\tto\tpursuing\tthis\tchange\tin\tattitude\tand\tpractice\tand\thow\tcan\twe\taddress\tthem?\tHow\tmight\tour\tschool\u00E2\u0080\u0099s\tor\tsystem\u00E2\u0080\u0099s\treview\tand\treward\tstructures\tbe\trevised\tso\tthat\tstudents\tperspectives\tare\tnot\tonly\tan\tintegral\tpart\tof\tthe\tfeedback\telicited\tbut\talso\ta\tlegitimate\tsource\tupon\twhich\tto\tdraw\tin\tconceptualizing\trevisions\tof\tpolicy\tand\tpractice?\t(p.\t23)\tKeeping\tthose\tquestions\tactively\tpart\tof\tthe\teducation\tconversation\tmay\tplant\tseeds\tfor\traising\ta\tnew\teducational\tconsciousness.\tA\tproponent\tof\tholistic,\tdemocratic,\tand\talternative\teducation,\tR.\tMiller\t(2007),\tsuggests\tthe\tfollowing:\tWe\toften\tbelieve\tthat\tcultural\tchange\tis\tbrought\tabout\tby\tleaders\tor\tprophets\twho\tsomehow\tinspire\tlarge\tnumbers\tof\tpeople.\tBut\tI\ttend\tto\tthink\tthat\tculture\thas\ta\tlife\tof\tits\town,\tin\tour\tcollective\tunconscious,\tand\tthat\tit\tfollows\tthe\tpromptings\tof\twhatever\tzeitgeist\t(metaphorical\tor\tperhaps\tliteral\t\"spirit\tof\tthe\ttimes\")\tis\tactive\twithin\tthat\tmysterious\trealm.\tLeaders\tgive\tvoice\tto\tthat\tspirit\tbut\tdon't\tpersonally\tinitiate\tit.\tEducational\tcritics\tover\tthe\tpast\ttwo\tcenturies\thave\tso\tfar\tfailed\tto\ttransform\tthe\tsystem\tin\tmeaningful\tways,\tbecause\tthe\tprevailing\tspirit\tof\tmodern\tculture\thas\tnot\tyet\tbeen\treceptive\tto\ttheir\talternative\tviews.\tI\thave\tsome\thope\tthat\tthis\tis\tbeginning\tto\tchange\tnow,\tas\tour\tcivilization\tshows\tsigns\tof\tdecline\tand\teventual\tcollapse.\t(R.\tMiller,\tpersonal\tcommunication,\tNovember\t27,\t2017)\t\t\t 33\tChapter\t3:\tAssembling\tDialogue\tand\tArtistic\tSocially\tEngaged\tCollaboration\t\t\t\t\tFigure\t3.\tTabbouleh\tbeing.\tPhoto\tby\tOfira\tRoll.\t\t\t\t\u00E2\u0080\u009CThe\tstruggles\tto\testablish\tmore\tdemocratic\teducation\tpedagogies\thave\ta\tlong\thistory\tin\tthe\tpolitics\tof\tmainstream\teducation,\tin\tparallel\twith\tthe\tstruggle\tto\testablish\tdemocracy\titself\tin\tthe\tgreater\tpolity.\u00E2\u0080\u009D\t\t(Adams\t&\tOwens,\t2016,\tp.\t2)\t\t\t\t \t\t 34\tThe\tgarden\twaits\tfor\tthe\tartistic,\tsocially\tengaged\tfairy\tto\treturn.\tThe\tfairy\tof\tgoodness,\thope,\tand\topenness.\tThe\tone\twho\tfertilizes\tMother\tEarth\twith\tcollaboration.\tThe\tone\twho\tperceives\tseeds\tas\ta\tjoyful\tabundances\tand\tcelebrates\tdifferences.\tThe\tone\twho\tlistens\tthrough\twords\twith\tcuriosity.\tThe\tone\twho\tunderstands\tthe\timportance\tof\tthe\tunfinishedness.\tThe\tone\twho\tis\tnot\tafraid\tto\texperience\tdifficulty\tby\tstaying\tin\tthe\tmessy\tmiddle\tground.\tThe\tone\twho\tlives\tthe\tcarnival\tspirit\tbecause\tit\tis\tpossible.\tThe\tone\twho\toffers\ta\thand\tfor\tthose\tlost\tin\tthe\tmaze\tof\tdialogue.\tThe\tone\twho\tkeeps\tasking,\t\u00E2\u0080\u009CWhat\tdoes\tit\tmean\tto\tcollaborate\tartistically\tand\tdialogically?\u00E2\u0080\u009D\tThe\tone\twho\tknows\thow\tto\thold\tspace\tfor\tresistance\tand\tdesires.\tThe\tone\twho\trelates\tto\tthe\tworld\twith\topen\twings\tas\tI\u00E2\u0080\u0093Thou.\tThe\tone\twho\texists\tin\tpeace\twith\ttemporality.\tThe\tone\twho\tthe\tgarden\twaits\tfor\tevery\tspring.\tThe\tfairy\tof\tgoodness,\thope,\tand\topenness.\tIn\tthis\tchapter,\tI\tprovide\ta\tpurposefully\tselected\treview\tof\tthe\tnotion\tof\tdialogue\tthrough\tfive\tdifferent\tthinkers.\tWith\tthat\tsaid,\tone\tsupports\tand\tinspires\tthis\tstudy\tmore\tthan\tothers\u00E2\u0080\u0094Gert\tBiesta\t(2006,\t2009a,\t2015b,\t2018).\tBiesta\u00E2\u0080\u0099s\t(2006,\t2012a,\t2015b)\tunderstanding\tof\tdialogue\tas\tovercoming\tresistance\tand\tfrustrations,\twhile\texisting\tin\tthe\tworld\tand\tmeeting\treality,\tframes\tmuch\tof\tthis\tstudy.\tThis\tinvolves\tremaining\tin\tthe\tmiddle\tground\tand\tfeeling\tthat\twe\tare\tnot\talone\tin\tthe\tworld,\tallowing\tand\tengaging\twith\treality\u00E2\u0080\u0099s\tinterruptions\tof\tthe\tself\tand\tits\tdesires.\tI\tclose\tthis\tchapter\tby\toffering\ta\tperspective\ton\tartistic\tcollaboration\tas\ta\tdialogical\tprocess.\tUnderstanding\tDialogue\tThe\tnotion\tof\tdialogue\tis\tbroad,\twith\tmany\tscholars\tstudying\tand\twriting\ton\tthe\tsubject.\tTherefore,\tI\tmade\ta\tconscious\tdecision\tto\texamine\tthe\twork\tof\tfive\tdifferent\tthinkers:\tMartin\tBuber\t(1965,\t1996),\tMikhail\tMikhailovich\tBakhtin\t(1965,\t1982,\t1984,\t\t 35\t1986),\tHannah\tArendt\t(1954,\t1958),\tDavid\tBohm\t(2004),\tand\tGert\tJ.\tJ.\tBiesta\t(2001,\t2004,\t2006,\t2010,\t2011,\t2012a,\t2012b,\t2012c,\t2013a,\t2013b,\t2014,\t2015a,\t2015b,\t2015c,\t2018,\t2009a,\t2010).\t\tBefore\telaborating\ton\tthose\tthinkers\u00E2\u0080\u0099\tunderstandings\tof\tdialogue,\tit\tis\timportant\tto\tmention\tthe\tother\tcommon\tuse\tof\tthe\tterm\tdialogue\tin\teducation.\tAlthough\tmost\ttheories\tabout\tdialogue\ttend\tto\tconcentrate\ton\tintersubjective\tprocesses,\tthe\tterm\thas\tbeen\tdeveloped\tin\trelation\tto\ta\tmore\t\u00E2\u0080\u0098practical\u00E2\u0080\u0099\tschool\tof\tthought\tin\teducation\tthat\tviews\tdialogue\tas\tan\teffective\tteaching\ttechnique/method\teducators\tcan\tapply\tfor\tbetter\toutcomes\t(Burbules,\t1993).\tThe\tcentre\tof\tattention\tin\tsuch\tstudies\tis\ttowards\tsetting\tcriteria\tfor\t\u00E2\u0080\u009Chow\tto\u00E2\u0080\u009D\tdialogue\tand\twhat\tbenefits\tteachers\tand\tstudents\tcould\tgain\tfrom\tsuch\tinteractions.\tScholars\tsuch\tas\tStern\tand\tMadison\t(2007)\tand\tPalmer\t(2007)\trepresent\tthis\tviewpoint.\tThese\tscholars,\tamong\tothers,\twrite\textensively\tabout\tdialogue\tas\ta\tlist\tof\tactions,\tthoughts,\tand\teven\tfeelings\tone\tshould\tgo\tthrough\twhile\tengaging\tin\tdialogue.\tIn\tthis\tcurrent\tmoment\tin\thistory,\tin\twhich\tthe\t\u00E2\u0080\u009Cbanking\tconcept\tof\teducation\u00E2\u0080\u009D\t(Freire,\t1970,\tp.\t243)\tis\tstill\tin\tuse,\tthere\tis\ta\treasonable\ttemptation\tto\tlook\tfor\tthis\ttype\tof\tapproach\tin\torder\tto\tstay\ton\ttrack\twith\tthe\tknowledge\ttransmission\tmodel\tand\tits\tstandards\ttest\tresults.\tHowever,\tI\tchose\tto\tstudy\tthe\tnotion\tof\tdialogue\tfrom\tan\texistential\tlived\texperience,\tas\tit\tappears\tin\tdemocratic\teducation\taround\tthe\tworld.\tIn\tthe\tcontext\tof\tdemocratic\teducation,\tdialogue\tcarries\tphilosophical\tas\twell\tas\tpragmatic\tmeanings;\tthe\tsame\tis\ttrue\tin\tother\talternative\teducational\tsettings.\t\tBuber.\tComing\tto\tunderstand\tthe\tnotion\tof\tdialogue\ttook\tme\tback\tto\tthe\tnotion\tof\tI\tand\tThou,\twhich\tBuber\t(1996)\tcoined.\tAmong\this\tnumerous\tpublications,\this\tbook\tI\tand\tThou\t(Buber,\t1996)\tis\tconsidered\tone\tof\tthe\tfoundations\tof\tdialogue\tdiscourse\tand\thas\tbecome\twell\tknown\tworldwide.\tI\tand\tThou\twas\toriginally\tpublished\tin\t1923,\twhen\tBuber\twas\t45\tyears\told.\tIn\tthis\tpiece,\tBuber\t(1996)\tarticulated\tthoughts\tfrom\ttwo\tdecades\tof\tstudying,\tteaching,\twriting,\tand\tliving\tas\ta\tJew\tin\tdifferent\thistorical\tand\tgeographical\tlocations\t(see\talso\tZank,\t2007).\tIn\this\tbook\tI\tand\tThou,\tBuber\t(1996)\texpands\tthis\tunderstanding\tby\tdividing\tthe\thuman\tcondition\tinto\ttwo\tmain\tways\tof\tengaging\tin\tthe\tworld:\tmode\tof\texperience\t(I\u00E2\u0080\u0093It)\tand\tmode\tof\tencounter\t(I\u00E2\u0080\u0093Thou).\tBefore\tgoing\tinto\tthe\tdetails\tof\tthis\twork,\tit\tis\timportant\tto\tunderstand\tBuber\u00E2\u0080\u0099s\tgenealogy\tof\tideas\tas\tthey\trelate\t\t 36\tto\tthe\tcontexts\tand\tmeaning\tof\this\twritings.\tFor\tinstance,\tBuber\u00E2\u0080\u0099s\tbeginnings\tin\tthe\tZionist\tmovement,\this\twithdrawal\tfrom\tthe\tmovement,\tand\this\tlater\tinterest\tin\ta\tbi-national\tcountry\tfor\tPalestinians\tand\tJews\tinfluenced\this\tmove\tfrom\ta\tmode\tof\tbeing\tfor\tthat\tis,\ttaking\tthe\trepresentative\trole\tof\this\tZionist\tcommunity,\tto\ta\tmode\tof\tbeing\twith\tthat\tallows\tthe\tI\tto\tbe\tfree\tfrom\tthe\trepresentative\trole\tand\texperience\tof\tthe\tworld\tas\tThou.\tI\texplore\tboth\tof\tBuber\u00E2\u0080\u0099s\t(1996)\tways\tof\tengaging\tin\tthe\tworld\tlater\tin\tthis\tdissertation.\tIt\tshould\tbe\tnoted\tthat\this\tearly\tyears\twere\tcritical\tto\this\tscholarship.\tBuber\twas\tborn\tin\tVienna,\tAustria,\tin\t1878\tand\tsent,\tat\tage\t3,\tto\tlive\twith\this\tpaternal\tgrandparents,\tAdele\tand\tSolomon\tBuber,\tin\tLvov\tsituated\tin\tthe\tthen\tKingdom\tof\tGalicia\tand\tLodomeria,\tAustria\u00E2\u0080\u0094known\ttoday\tas\tLviv\tin\tUkraine\t(Zank,\t2007).\tBuber\u00E2\u0080\u0099s\tgrandfather,\tSolomon\tBuber,\twas\tknown\tfor\this\tconnection\tto\tthe\tmystical\tJewish\tmovement\tof\tHasidic\tand\tto\tthe\tJewish\tenlightenment,\tHaskalah\t(Zank,\t2007).\tGrowing\tup\tin\tthis\thousehold,\tBuber\u00E2\u0080\u0099s\tearly\tyears\twere\tinformed\tby\tthe\ttension\tbetween\tthe\tHaskalah\tmovement,\twhich\twas\tbased\ton\trationality,\tthe\tstudy\tof\tsecular\tsubjects,\tand\tdiverse\toccupations\tin\tthe\tsociety,\tas\twell\tas\tby\tthe\tmystical\tand\treligious-based\tHasidic\tmovement\t(Zank,\t2007).\tGrowing\tup\tin\tthis\tdiverse\tintellectual\tenvironment\tand\tbeing\tengaged\tin\tthe\tmystical\tand\tscholarly\tmeaning\tmaking\tof\tlife\tmost\tlikely\tleft\tits\tmark\ton\tBuber\u00E2\u0080\u0099s\tunderstanding\tof\tthe\tworld.\tEarly\tin\tlife,\tBuber\twas\tan\tactive\tmember\tin\tthe\tZionist\tmovement\tknown\tas\tCultural\tZionism\tand\ta\tpart\tof\tthe\trenewal\tof\tJudaism\tmovement\tas\twell\t(Zank,\t2007).\tBuber\twas\t25\tyears\told\twhen\the\twithdrew\tfrom\tthe\tZionist\tparty\twork\tand\tlater\tstood\tfor\ta\tbi-national\tcountry\tfor\tPalestinians\tand\tJews\t(Zank,\t2007).\tA\tfew\tyears\tlater,\tin\t1916,\tdue\tto\tthe\timpact\tand\tinfluence\tof\tWorld\tWar\tI,\tBuber\tbegan\tpublishing\tthe\tjournal\tDer\tJew\t(as\tcited\tin\tZank,\t2007),\twhich\twas\tan\topen\tforum\tof\texchange\ton\tany\tissue\trelating\tto\tcultural\tand\tpolitical\tZionism.\tIn\tthis\tjournal\tpublication,\tBuber\texpressed\tan\tinterest\tin\tdialogue\tfor\tthe\tsake\tof\tthinking,\tengaging,\tand\tunderstanding\ttogether.\tAfter\this\tmove\tto\tPalestine,\tin\t1938,\the\tbecame\ta\tleader\tof\tthe\tUnited\tMovement,\twhich\taimed\tto\tform\ta\tbridge\tbetween\tArabs\tand\tJews\tand\tbring\tabout\ta\tbi-national\tstate.\tInterestingly,\tBuber\u00E2\u0080\u0099s\tstance\twas\tnot\tpopular\tthen,\tnor\tis\tit\ttoday.\tBuber\tpublished\this\tbook\tI\tand\tThou\tin\t1923\tafter\ttwo\tdecades\tof\twork,\tduring\twhich\ttime\the\tbroke\taway\tfrom\tZionism,\trediscovered\tthe\tHasidic\tstream,\tand\tstudied\tthe\tdialogic\trelationship\tbetween\tman\tand\tGod\t(Zank,\t2007).\tIn\t1924,\tfollowing\tthe\tpublication\tof\this\tbook,\the\twidened\this\tstudies\tto\tinclude\tthe\tHebrew\tbible,\tthrough\twhich\t\t 37\the\tclaimed\tto\tfind\this\tideal\tdialogical\tcommunity.\tAlthough\tBuber\tworked\twith\tthe\tWestern\tphilosophical\tcanon,\the\tretained\ta\tunique\tunderstanding\tof\tthe\trole\tof\tcommunity\tin\treligious\tlife,\tderiving\tprimarily\tfrom\tthe\tHasidic\tstream\t(Zank,\t2007).\tFor\tBuber,\tthe\tHasidic\tcommunity\u00E2\u0080\u0099s\ttendency\tto\tbring\tmundane\tacts\tinto\trealms\tof\tthe\tsacred\tis\tthe\tembodiment\tof\tthe\trelationship\tone\thas\twith\tGod\t(Zank,\t2007).\tBuber\u00E2\u0080\u0099s\tthoughts\twere\tin\treaction\tto\ttwo\tattitudes\ttowards\treligious\tmeaning:\tenlightenment\ttheology\tand\tatheistic\tphilosophy\t(Zank,\t2007).\tTherefore,\tBuber\u00E2\u0080\u0099s\tthoughts\tlocate\tin\tbetween\tthese\ttwo\tstreams,\twhere\tthere\tis\tspace\tfor\tdifferent\tmeaning\tof\tGod,\tas\the\twrites\tabout\tin\tI\tand\tThou:\tWhoever\tgoes\tforth\tin\ttruth\tto\tthe\tworld,\tgoes\tforth\tto\tGod.\tConcentration\tand\tgoing\tforth,\tboth\tin\ttruth,\tthe\tone-and-the-other\twhich\tis\tthe\tOne,\tare\twhat\tis\tneedful.\tGod\tembraces\tbut\tis\tnot\tthe\tuniverse;\tjust\tso,\tGod\tembraces\tbut\tis\tnot\tmy\tself.\tOn\taccount\tof\tthis\twhich\tcannot\tbe\tspoken\tabout,\tI\tcan\tsay\tin\tmy\tlanguage,\tas\tall\tcan\tsay\tin\ttheirs:\tYou.\tFor\tthe\tsake\tof\tthis\tthere\tare\tI\tand\tYou,\tthere\tis\tdialogue,\tthere\tis\tlanguage,\tand\tspirit\twhose\tprimal\tdeed\tlanguage\tis,\tand\tthere\tis,\tin\teternity,\tthe\tworld.\t(Buber,\t1996,\tp.\t143)\tIt\tcould\tbe\targued\tthat\tby\tcreating\ta\tthird\tpath,\tin\tbetween\tthese\ttwo\tstreams,\tBuber\t(1996)\tattempts\tto\tcounter\tthe\tviews\tof\tMarx\tand\tNietzsche\t(Zank,\t2007),\tfor\twhom\treligion\twas\ta\tmask,\tdrug,\tor\tobsession,\trather\tthan\ta\tcommunal\texperience\twith\ta\thigher\tpower.\t\t 38\t\tFigure\t4.\tThe\thuman\tcondition.\tBy\tOfira\tRoll.\t\tIn\tFigure\t4,\tI\tstrive\tto\tillustrate\tcore\tideas\tfrom\tBuber\u00E2\u0080\u0099s\t(1996)\tidea\tof\tI\tand\tThou.\tBuber\t(1996)\tdivided\tthe\thuman\tcondition\tinto\ttwo\tways\tof\tengaging\tin\tthe\tworld:\tThe\tI-Thou\tmode\tand\tthe\tI\u00E2\u0080\u0093It\tmode.\tThe\tI\u00E2\u0080\u0093Thou\tmode\tof\tencounter\tis\ta\tform\tof\tdialogue\tin\twhich\tI\tand\tthou\t(another\tbeing)\tare\tin\trelation.\tThis\tmode\tis\tnot\tan\tinternal\tprocess,\tbut\trather\ta\tmeans\tfor\tone\tI\tand\tanother\tI\tto\tconverse\tin\ta\treciprocal\tway,\tcreating\trelational\tmoments\tof\tdialogue.\tAccording\tto\tBuber\t(1996),\tin\tthis\tmode,\thumans\tfeel\tfulfilled\tby\tliving\ta\tmeaningful\tlife.\tExperiencing\tthe\tmode\tof\tencounter\tleads\tto\tthe\tability\tto\tconverse\twith\tthe\tentire\tworld\tas\tthou.\tIn\tI\tand\tThou\tBuber\t(1996)\tclarifies:\tWhen\tI\tconfront\ta\thuman\tbeing\tas\tmy\tYou\tand\tspeak\tthe\tbasic\tword\tI-You\tto\thim,\tthen\the\tis\tno\tthing\tamong\tthings\tnor\tdoes\the\tconsist\tof\tthings.\tHe\tis\tno\tlonger\tHe\tor\tShe,\tlimited\tby\tother\tHes\tand\tShes,\ta\tdot\tin\tthe\tworld\tgrid\tof\tspace\tand\ttime,\tnor\ta\tcondition\tthat\tcan\tbe\texperienced\tand\tdescribed,\ta\tloose\tbundle\tof\tnamed\tqualities.\t\t 39\tNeighborless\tand\tseamless,\the\tis\tYou\tand\tfills\tthe\tfirmament.\tNot\tas\tif\tthere\twere\tnothing\tbut\the;\tbut\teverything\telse\tlives\tin\this\tlight.\t(p.\t59)\tThe\tmode\tbecomes\tI\u00E2\u0080\u0093thou\twhen\tpeople\tenter\tinto\trelationship\twith\tthe\tobject\tencountered,\twhen\tboth\tI\tand\tThou\tare\ttransformed\tby\tthe\trelationship\tbetween\tthem.\tThe\tThou\tis\tin\tits\tentirety,\tnot\tmerely\ta\tsum\tof\tits\tqualities.\tThe\tThou\tis\tencountered\tas\tthe\tentire\tuniverse,\tor\tas\tif\tthe\tentire\tuniverse\texisted\twithin\tthe\tThou.\tThe\tThou\tcan\tbe\tinanimate\tobjects,\tanimals,\tand\thumans.\tWith\thumans\tit\tcan\tbest\tbe\tdescribed\tas\tlove.\tThe\tI\trelates\tto\tanother\tI,\tnot\tas\tan\tobject\tto\tbe\tused\tbut\tas\tone\twho\tmust\trelate.\tHowever,\tpeople\tcan\talso\tenter\tinto\tencounters\twith\tbeings\tthat\tcannot\tbe\tthe\tobject,\tsuch\tas\tGod.\tBuber\t(1996)\tmakes\ta\tconnection\tbetween\tthe\tmode\tof\tencounter\tto\tone\u00E2\u0080\u0099s\trelation\twith\tthe\tworld\tin\tthe\tworld,\tthat\tis,\twith\tGod.\tAs\tBuber\t(1996)\tstates\tin\tthe\t\u00E2\u0080\u0098Third\tPart\u00E2\u0080\u009D\tof\tI\tand\tThou:\tAs\tlong\tas\tone\tattains\tredemption\tonly\tin\this\tself,\the\tcannot\tdo\tany\tgood\tor\tharm\tto\tthe\tworld;\the\tdoes\tnot\tconcern\tit.\tOnly\the\tthat\tbelieves\tin\tthe\tworld\tachieves\tcontact\twith\tit;\tand\tif\the\tcommits\thimself\the\talso\tcannot\tremain\tgodless.\tLet\tus\tlove\tthe\tactual\tworld\tthat\tnever\twishes\tto\tbe\tannulled,\tbut\tlove\tit\tin\tall\tits\tterror,\tbut\tdare\tto\tembrace\tit\twith\tour\tspirit\u00E2\u0080\u0099s\tarms\u00E2\u0080\u0094and\tour\thands\tencounter\tthe\thands\tthat\thold\tit.\tI\tknow\tnothing\tof\ta\t\u00E2\u0080\u009Cworld\u00E2\u0080\u009D\tand\tof\t\u00E2\u0080\u009Cworldly\tlife\u00E2\u0080\u009D\tthat\tseparate\tus\tfrom\tGod.\tWhat\tis\tdesignated\tthat\tway\tis\tlife\twith\tan\talienated\tIt-world,\tthe\tlife\tof\texperience\tand\tuse.\t(p.\t143)\tSecond\tis\tthe\tmode\tof\texperience,\tI\u00E2\u0080\u0093It,\twhich\tis\ta\tmonologue.\tThe\tI-It\tmode\tcould\talso\tbe\tunderstood\tas\ta\tmanner\tof\texistence.\tIn\tthis\tmode\tthe\tI\tis\tsurrounded\tby\ta\tmultiple\tIt.\tThis\tmode\tis\tinternal\tas\twell\tas\texternal\tand\tincludes\tfeelings,\tsenses,\texperiences,\tand\timagination.\tIn\tthis\tmode\tof\texperience,\tthe\tI\tgathers\tdata,\tanalyzes,\tclassifies,\tand\ttheorizes,\tone\tas\tsubject\tand\tthe\tother\tas\tobject\t(Buber,\t1996).\tTherefore,\tthe\tI\tin\tthis\tmode\tis\tnot\tan\tactive\tparticipant\tand\tis\tnot\trelational,\tas\tin\tthe\tmode\tof\tencounter.\tBuber\t(1996)\tclarifies\tthe\ttransition\tfrom\tthe\tmode\tof\tencounter,\tI-Thou,\tto\tthe\tmode\tof\texperience,\tI-It:\tEven\tas\ta\tmelody\tis\tnot\tcomposed\tof\ttones,\tnor\ta\tverse\tof\twords,\tnor\ta\tstatue\tof\tlines\u00E2\u0080\u0094one\tmust\tpull\tand\ttear\tto\tturn\ta\tunity\ta\tmultiplicity\u00E2\u0080\u0094so\tit\tis\twith\tthe\thuman\tbeing\tto\t\t 40\twhom\tI\tsay\tYou.\tI\tcan\tabstract\tfrom\thim\tthe\tcolor\tof\this\thair\tor\tthe\tcolor\tof\this\tspeech\tor\tthe\tcolor\tof\this\tgraciousness;\tI\thave\tto\tdo\tthis\tagain\tand\tagain;\tbut\timmediately\the\tis\tno\tlonger\tYou.\t(p.\t59)\tThe\tI\texperiences\tthe\tworld\tby\tgathering\tfragmented\tinformation\tthat\tcan\tnot\tbe\texperienced\tas\tthe\twhole\tas\tit\tappears\tin\tthe\tmode\tof\tencounter.\tThus,\tBuber\t(1996)\tclaims\tthat\tentire\tmodern\tsociety\tis\tbuilt\ton\tthis\tmode\tof\tI\u00E2\u0080\u0093It.\tPublic\tinstitutions,\tpolitics,\teconomics,\tand\tpersonal\tlives\tare\tall\tgrounded\tin\tthe\tfact\tthat\tpeople\tview\tand\tencounter\tanother\tbeing\tas\tIt\tand\tnot\tas\tYou\t(Thou).\tTo\tlive\tmore\tin\tthe\tencounter\tmode,\tBuber\t(1996)\targues\tthat\tpeople\tmust\topen\tup\tto\tthe\tpossibility\tof\trelation\tto\tYou,\trather\tthan\tthe\texperience\tof\tIt.\tAs\tBuber\t(1996)\tstates\tin\this\tbook\tI\tand\tThou:\tThe\tbasic\tword\tI\u00E2\u0080\u0093You\tcan\tbe\tspoken\tonly\twith\tone\u00E2\u0080\u0099s\twhole\tbeing.\tThe\tconcentration\tand\tfusion\tinto\ta\twhole\tbeing\tcan\tnever\tbe\taccomplished\tby\tme,\tcan\tnever\tbe\taccomplished\twithout\tme.\tI\trequire\ta\tYou\tto\tbecome;\tAll\tactual\tlife\tis\tencounter.\t(p.\t62)\t\tBut\twhoever\tmerely\thas\ta\tliving\t\u00E2\u0080\u009Cexperience\u00E2\u0080\u009D\tof\this\tattitude\tand\tretains\tit\tin\this\tsoul\tmay\tbe\tas\tthoughtful\tas\tcan\tbe,\the\tis\tworldless\u00E2\u0080\u0094and\tall\tthe\tgames,\tarts,\tintoxications,\tenthusiasms,\tand\tmysteries\tthat\thappen\twithin\thim\tdo\tnot\ttouch\tthe\tworld\u00E2\u0080\u0099s\tskin.\t(p.\t142)\t\tAs\tBuber\t(1996)\tclaims\tin\tthe\tlast\ttwo\tquotes,\tthe\tattitude\tof\tpeople\tis\ttwofold:\tI-Thou\tand\tI\u00E2\u0080\u0093It,\twith\tthe\tI-Thou\tbeing\tmore\tdesirable.\tIn\tthe\tlast\tchapter\tof\tI\tand\tThou,\tBuber\t(1996)\temphasizes\tthe\tconnection\tbetween\ta\tfulfilling\tand\tmeaningful\tsociety\tand\tthe\tmode\tof\tencounter\t(i.e.,\tI-Thou)\tby\tengaging\tin\tthe\tworld\tin\trelation\tto\tGod.\tBuber\t(1996)\tperceives\tthis\trelation\tas\ta\ttrue\tlove\trelation\tin\twhich\tone\tcould\tbe\tfully\tencountered\tby\tThou\tor\tGod:\tGod\tand\tman,\tbeing\tconsubstantial,\tare\tactually\tand\tforever\tTwo,\tthe\ttwo\tpartners\tof\tthe\tprimal\trelationship\tthat,\tfrom\tGod\tto\tman,\tis\tcalled\tmission\tand\tcommandment;\tfrom\tman\tto\tGod,\tseeing\tand\thearing;\tbetween\tboth,\tknowledge\tand\tlove.\tAnd\tin\tthis\trelationship\tthe\tson,\talthough\tthe\tfather\tdwells\tand\tworks\tin\thim,\tbows\tbefore\thim\tthat\tis\t\u00E2\u0080\u009Cgreater\u00E2\u0080\u009D\tand\tprays\tto\thim.\tAll\tmodern\tattempts\tto\treinterpret\tthis\tprimal\t\t 41\tactuality\tof\tdialogue\tand\tto\tmake\tof\tit\ta\trelationship\tof\tthe\tI\tto\tthe\tself\tor\tsomething\tof\tthat\tsort,\tas\tif\tit\twere\ta\tprocess\tconfined\tto\tman\u00E2\u0080\u0099s\tself\tsufficient\tinwardness,\tare\tvain\tand\tbelong\tto\tthe\tabysmal\thistory\tof\tdecasualization.\t(p.\t133)\tLove\tdoes\tnot\tfulfill\tour\tyearning\tfor\trelation\t(Buber,\t1996).\tBuber\t(1996)\tcontinues\ton\tto\texplain\tthat\tin\tevery\tencounter\twith\tothers,\tpeople\tfeel\tit\tcould\tbe\tmore\tlasting\tand\tfulfilling\u00E2\u0080\u0094that\t\u00E2\u0080\u0098more\u00E2\u0080\u0099\tis\tthe\tencounter\twith\tGod,\tin\twhich\tpeople\texperience\tabsolute\trelation.\tThis\tencounter\twith\tGod\tcannot\thappen\tby\tseeking\tbut\tonly\tby\tbeing\tin\tthe\tworld\tin\tboth\tmodes\tof\t\u00E2\u0080\u0098I\tof\texperience\u00E2\u0080\u0099\tand\t\u00E2\u0080\u0098I\tof\tencounter.\u00E2\u0080\u0099\tAfter\texperiencing\tthe\tabsolute\tencounter,\tBuber\t(1996)\tcontinues,\tpeople\tcome\tto\tsee\tall\tother\tbeings\t(i.e.,\tanimals,\thuman,\tnature)\tas\tYou\t(Thou):\t\u00E2\u0080\u009CYou\tdo\tnot\tknow\thow\tto\tpoint\tto\tor\tdefine\tthe\tmeaning,\tyou\tlack\tany\tformula\tor\timage\tfor\tit,\tand\tyet\tit\tis\tmore\tcertain\tfor\tyou\tthan\tthe\tsensations\tof\tyour\tsenses\u00E2\u0080\u009D\t(p.\t159).\tThrough\texperiencing\tthis,\tthe\tI\tis\tno\tlonger\talienated,\tlife\tis\tnot\tmeaningless,\tand\tthe\tI\texperiences\tthe\tworld\twith\ta\tsense\tof\tloving\tresponsibility\ttowards\tthe\tentire\tworld\tand\tis,\ttherefore,\twilling\tto\tbuild\tsociety\tand\tcommunity\tby\tthe\tability\tto\tsay\t\u00E2\u0080\u0098You\u00E2\u0080\u0099\tto\tthe\tentire\tworld.\tThe\tspecific\tdimensions\tthis\tstudy\tconnect\tBuber\u00E2\u0080\u0099s\t(1996)\tmode\tof\texperience\t(I\u00E2\u0080\u0093It)\tand\tmode\tof\tencounter\t(I\u00E2\u0080\u0093Thou),\tas\tboth\tare\tneeded\tto\tencompass\tdialogue\tas\tpeople\tyearn\tfor\trelations.\t\tBakhtin.\tMoving\tfrom\tBuber\t(1996)\tto\tthe\twork\tof\tMikhail\tMikhailovich\tBakhtin\tkeeps\tthe\tline\tof\tthought\tregarding\tdialogue.\tWhile\tBuber\t(1996)\tis\tmore\tconcerned\twith\tpeople\tyearning\tfor\trelation,\tBakhtin\t(1982)\tadds\tthe\tlanguage\tcomponent\tand\tits\trelational\taspects.\tBuber\t(1996)\tand\tBakhtin\t(1982)\twrote\tabout\tand\texplored\tthe\tnotion\tof\tdialogue\tin\tthe\tsame\tperiod\tof\ttime\tand\tin\tdifferent\tlocations,\tyet\trelatively\tclose\tgeographically.\tBakhtin\u00E2\u0080\u0099s\t(1965,\t1982,\t1984,\t1986)\twork\tspans\tliterary\ttheory,\tcritique,\tphilosophy,\tand\tethics.\tIn\this\tbook\tThe\tDialogic\tImagination:\tFour\tEssays,\tBakhtin\t(1982)\tdescribes\tlanguage\tas\tan\tinherently\tunfinalizable\tdialogic\tprocess,\talways\tincomplete\tand\tin\tthe\tstage\tof\tbecoming.\tUtterances\tand\twords,\tin\tBakhtin\u00E2\u0080\u0099s\t(1982)\twritings,\trepresent\tmultivocality\tand\tdifference,\tin\twhich\tdialogue\tdevelops\tinto\tfundamental\tways\tof\tbeing\tin\tthe\tworld.\tHis\tunderstanding\tof\tlanguage\tlinks\tdirectly\tto\ta\tnotion\tof\tdialogue\ton\twhich\the\telaborates\tin\tthe\tfollowing\tfour\tbooks:\tProblems\tof\tDostoevsky's\tPoetics\t(Bakhtin,\t1984),\tRabelais\tand\tHis\tWorld\t(Bakhtin,\t1965),\tThe\tDialogic\tImagination:\tFour\tEssays\t(Bakhtin,\t\t 42\t1982),\tand\tSpeech\tGenres\tand\tOther\tLate\tEssays\t(Bakhtin,\t1986).\tBefore\texamining\tthese\tconcepts\tfurther,\tit\tis\tfirst\tnecessary\tto\tplace\tthem\tin\ttheir\thistorical\tcontext\tthrough\tan\texploration\tof\tBakhtin\u00E2\u0080\u0099s\tlife\texperiences.\tBakhtin\twas\tborn\tat\tthe\tbeginning\tof\tthe\t20th\tcentury\tand\tlived\tas\ta\tRussian\tin\ta\ttime\tof\tmajor\tpolitical\tand\tcultural\tupheaval\twithin\tthe\tCommunist\tParty,\tfollowing\tthe\tdeath\tof\tLenin\tand\tthe\tuprising\tof\tStalin\tand\tMarxism\tin\tRussia\t(Zappen,\t2004).\tOver\tthe\tspan\tof\this\tlife\the\tlived\tin\tat\tleast\t10\tdifferent\tlocations\tin\tRussia,\tand\ton\ta\tnumber\tof\toccasions\the\twas\tforcibly\tmoved\tby\tthe\tgovernment\ton\taccount\tof\tinappropriate\twritings\tand\tunconventional\treligious\tpreferences\tand\tactivities\t(Zappen,\t2004).\tIn\tthe\tSoviet\tEra\tof\tthat\ttime,\tholding\tfaith\twas\tagainst\tthe\tlaw.\tBakhtin\tlived\this\tearly\tyears\tin\ttwo\tborder\tcosmopolitan\tcities\twhere\tlanguages\tand\tcultures\tmixed\t(Zappen,\t2004).\tThese\texperiences\tof\tliving\tin\tmulticultural\tcities\tlikely\tinfluenced\this\tconcept\tof\t\u00E2\u0080\u009Cheteroglossia\u00E2\u0080\u009D\t(Bakhtin,\t1982,\tpp.\t271\u00E2\u0080\u0093272).\tBakhtin\t(1982)\trefers\tto\theteroglossia\tas\ta\tmixture\tof\tworldviews\tand\tlanguages\tin\twhich\twords\thold\tongoing\tmeaning.\tLanguage\tdoes\tnot\texist\tin\ta\tneutral\tspace,\tBakhtin\t(1982)\tstates,\tbut\tin\tthe\tmouths\tof\tindividuals,\tas\the\twrites\tabout\tin\this\tbook\tThe\tDialogic\tImagination:\tFour\tEssays:\tThe\tword\tin\tlanguage\tis\thalf\tsomeone\telse\u00E2\u0080\u0099s.\tIt\tbecomes\t\u00E2\u0080\u009Cone\u00E2\u0080\u0099s\town\u00E2\u0080\u009D\tonly\twhen\tthe\tspeaker\tpopulates\tit\twith\this\town\tintention,\this\town\taccent,\twhen\the\tappropriates\tthe\tword,\tadapting\tit\tto\this\town\tsemantic\tand\texpressive\tintention.\tPrior\tto\tthis\tmoment\tof\tappropriation,\tthe\tword\tdoes\tnot\texist\tin\ta\tneutral\tand\timpersonal\tlanguage,\tbut\trather\tit\texists\tin\tother\tpeople\u00E2\u0080\u0099s\tmouths,\tin\tother\tpeople\u00E2\u0080\u0099s\tcontexts,\tserving\tother\tpeople\u00E2\u0080\u0099s\tintentions:\tit\tis\tfrom\tthere\tthat\tone\tmust\ttake\tthe\tword,\tand\tmake\tit\tone\u00E2\u0080\u0099s\town.\tLanguage\tis\tnot\ta\tneutral\tmedium\tthat\tpasses\tfreely\tand\teasily\tinto\tthe\tprivate\tproperty\tof\tthe\tspeaker\u00E2\u0080\u0099s\tintentions;\tit\tis\tpopulated\u00E2\u0080\u0094overpopulated\twith\tthe\tintentions\tof\tothers.\tExpropriating\tit,\tforcing\tit\tto\tsubmit\tto\tone\u00E2\u0080\u0099s\town\tintentions\tand\taccents,\tis\ta\tdifficult\tand\tcomplicated\tprocess.\t(pp.\t293\u00E2\u0080\u0093294)\tTherefore,\tBakhtin\u00E2\u0080\u0099s\t(1982,\t1986)\tconcept\tof\tdialogue\twas\tshaped\tby\this\tinterest\tin\tlanguage,\tcommunication,\tand\tcommunity.\tIn\this\tbook,\tSpeech\tGenres\tand\tOther\tLate\tEssays,\tBakhtin\t(1986)\texplains\tthat\tthe\twords\tand\tutterances\tpeople\tuse\tare\talready\tembedded\tin\tculture\tand\thistory\tby\tothers\tand\tare\tpart\tof\ta\tliving\t\u00E2\u0080\u009Cchain\tof\tcommunication\u00E2\u0080\u009D\t(p.\t68).\tThis\tchain\tof\tcommunication\tcarries\twords\tand\tmeaning\tfrom\tparticular\tpolitical\tand\tcultural\t\t 43\tmoments,\tas\twell\tas\tterms\tconsidered\talien\tto\tthese\tcontexts.\tBakhtin\t(1986)\temphasizes\tin\this\tbook,\tSpeech\tGenres\tand\tOther\tLate\tEssays,\tthe\tfact\tthat\twords\tare\t\u00E2\u0080\u009Cinterindividual\u00E2\u0080\u009D\t(p.\t121),\tthat\tis,\toccurring\tbetween\tindividuals,\tand\tcannot\tbe\towned\tby\tanyone:\tA\tword\t(or\tin\tgeneral\tany\tsign)\tis\tinterindividual.\tEverything\tthat\tis\tsaid,\texpressed,\tis\tlocated\toutside\tthe\tsoul\tof\tthe\tspeaker\tand\tdoes\tnot\tbelong\tonly\tto\thim.\tThe\tword\tcannot\tbe\tassigned\tto\ta\tsingle\tspeaker.\tThe\tauthor\t(speaker)\thas\this\town\tinalienable\tright\tto\tthe\tword,\tbut\tthe\tlistener\thas\this\trights,\tand\tthose\twhose\tvoices\tare\theard\tin\tthe\tword\tbefore\tthe\tauthor\tcomes\tupon\tit\talso\thave\ttheir\trights\t(after\tall,\tthere\tare\tno\twords\tthat\tbelong\tto\tno\tone).\t(pp.\t121\u00E2\u0080\u0093122)\tThe\tconcept\tof\tinterindividual,\tintroduced\tby\tBakhtin\t(1986),\tcreates\ta\tnew\tunderstanding\tfor\tthe\tnotion\tof\tdialogue,\tin\twhich\tcommunication\tis\tabout\tthe\tin-between\trather\tthan\townership.\tThe\tconcept\tof\tinterindividual\toffers\tan\topening\tto\tthe\tunknown\tand\tuncontrolled\tspace\tin\tdialogue.\tThe\tidea\tthat\tthe\twhole\tis\tdifferent\tfrom\tthe\tsum\tof\tits\tparts\tis\tnot\tnew.\tIn\tMetaphysics,\tAristotle\t(as\tcited\tin\tCohen,\t2016)\tstates,\t\u00E2\u0080\u009CThe\ttotality\tis\tnot,\tas\tit\twere,\ta\tmere\theap,\tbut\tthe\twhole\tis\tsomething\tbesides\tthe\tparts\u00E2\u0080\u009D\t(Section\t13,\tpara.\t1).\tThe\tchain\tof\tcommunication\toffers\ta\tdifferent\tway\tto\tthink\tabout\tBuber\u00E2\u0080\u0099s\t(1996)\tconcept\tof\tthe\tI\tand\tThou\tor\tIt.\tWords,\taccording\tto\tBakhtin\t(1982),\tkeep\tchanging\tin\tchains\tof\tcommunication,\tinfluenced\tby\tcultural,\tsocial,\tand\tpolitical\tcontexts.\tAs\tBakhtin\t(1982)\tsuggests:\tAll\twords\thave\tthe\t\u00E2\u0080\u009Ctaste\u00E2\u0080\u009D\tof\ta\tprofession,\ta\tgenre,\ta\ttendency,\ta\tparty,\ta\tparticular\twork,\ta\tparticular\tperson,\ta\tparticular\tgeneration,\tan\tage\tgroup,\tthe\tday\tand\thour.\tEach\tword\ttastes\tof\tthe\tcontext\tand\tcontexts\tin\twhich\tit\thas\tlived\tits\tsocially\tcharged\tlife;\tall\twords\tand\tforms\tare\tpopulated\tby\tintentions.\t(p.\t293)\tThus,\tdialogue\tcarries\tcontexts,\tintentions,\tand\tmoments\tin\twhich\tparticipants\u00E2\u0080\u0099\tlived\texperiences\tcarry\tit\ton.\tBeing\tin\tdialogue\tis\tnot\tan\tabstract\tsphere\tbut\tcontextual\tand\trelational.\tWhile\tthinking\tabout\tBakhtin\u00E2\u0080\u0099s\t(1982)\tunderstanding\tof\tcommunication\tin\trelation\tto\tBuber\t(1996),\tthe\tmeaning\tof\tdialogue\tbecome\tless\tcontrolled\tby\tone\tand\tare\tinstead\tfree\tto\tbe\tin\tthe\tmix\tof\tpopulated\tintentions.\tIn\this\tbook,\tProblems\tof\tDostoevsky's\tPoetics,\tBakhtin\t(1984)\tdeclines\tto\tdraw\ton\tother\ttheories\tin\tethics\tby\tclaiming\tthere\tis\tno\t\t 44\tabstract\tmeaning\tand\tthinking\tin\tcommunication.\tRather,\tall\tthinking\tis\tcontextual\tand\trelational:\tThe\tvery\tbeing\tof\tman\t(internal\tand\texternal)\tis\ta\tprofound\tcommunication.\tTo\tbe\tmeans\tto\tcommunicate.\tTo\tbe\tmeans\tto\tbe\tfor\tthe\tother,\tand\tthrough\thim,\tfor\toneself.\tA\tperson\thas\tno\tinternal\tsovereign\tterritory:\the\tis\twholly\tand\talways\ton\tthe\tboundary;\tlooking\twithin\thimself,\the\tlooks\tin\tthe\teyes\tof\tthe\tother\tor\tthrough\tthe\teyes\tof\tthe\tother\t\u00E2\u0080\u00A6\tI\tcannot\tdo\twithout\tthe\tother;\tI\tcannot\tbecome\tmyself\twithout\tthe\tother;\tI\tmust\tfind\tmyself\tin\tthe\tother.\t(Bakhtin,\t1984,\tp.\t287)\tBakhtin\u00E2\u0080\u0099s\t(1984)\tunderstanding\tof\trelational\tseems\tto\tbe\trooted\tin\tAlbert\tEinstein\u00E2\u0080\u0099s\t(born\tin\t1879\tand\tpassed\taway\tin\t1955)\tunderstanding\tthat\tany\tmove\thappens\tin\trelation\tto\tsomething\telse,\totherwise\tit\twould\tnot\tbe\tconsidered\tmoving\t(Zappen,\t2004).\tBakhtin\tconsociates\tthis\twith\tdialogue\tand\tcommunication,\tas\tit\tis\tnecessary\tto\thave\ta\trelational\tconnection\tin\torder\tto\texperience\tthe\tI.\tIn\tother\twords,\tmeaning\tis\trelational,\tand,\tin\torder\tto\texperience\tdialogism\tand\tmake\tmeaning\tfrom\tit,\tone\tmust\thave\ta\trelational\tconnection\twith\tthe\tother\tI\u00E2\u0080\u0094physical,\tpolitical,\tand\tconceptual\trelational\tconnections\tfor\tunderstanding\tand\tmeaning\tto\temerge\t(Bakhtin,\t1982).\tThis\trelational\tunderstanding\tthat\tBakhtin\tdeveloped\trelative\tto\tEinstein\u00E2\u0080\u0099s\twork\t(as\tcited\tin\tZappen,\t2004,\tp.\t39)\tconnects\tdirectly\tto\this\tconcept\tof\tcommunication\tchain,\tin\twhich\tdialogue\temerges.\tBakhtin\u00E2\u0080\u0099s\t(1986)\tnotion\tof\tdialogue\temerges\tin\tcommunication\tin\twhich\tutterances\tand\twords\thold\tdifferent\tmeaning\twhen\tspeakers\tand\tlisteners\tbring\ttheir\tcontext\tinto\tthe\tcommunication\tchain.\tIn\this\tbroad\tconcept\tof\tdialogue,\tall\tindividuals\tcommunicate\tin\ta\tcomplex\tweb\tin\twhich\tindividuals\tshape\teach\tother\u00E2\u0080\u0099s\tutterances\tand\twords.\tBringing\twords\tand\tutterances\tto\tlive\tspeech\tand\tunderstanding,\tBakhtin\t(1986)\targues,\tis\tan\tinherently\tresponsive\tand\tactive\tprocess:\tAnd\tthe\tlistener\tadopts\tthis\tresponsive\tattitude\tfor\tthe\tentire\tduration\tof\tthe\tprocess\tof\tlistening\tand\tunderstanding,\tfrom\tthe\tvery\tbeginning\u00E2\u0080\u0094sometimes\tliterally\tfrom\tthe\tspeaker\u00E2\u0080\u0099s\tfirst\tword.\tAny\tunderstanding\tof\tlive\tspeech,\ta\tlive\tutterance,\tis\tinherently\tresponsive,\talthough\tthe\tdegree\tof\tthis\tactivity\tvaries\textremely.\tAny\tunderstanding\tis\t\t 45\timbued\twith\tresponse\tand\tnecessarily\telicits\tit\tin\tone\tform\tor\tanother:\tthe\tlistener\tbecomes\tthe\tspeaker.\t(p.\t68)\tThus,\tvital\tunderstanding\tholds\ta\tconstant\texpectation\tof\tresponse,\tobjection,\tsympathy,\tagreement,\texecution,\tand\tso\tforth\t(Bakhtin,\t1986,\tp.\t69).\tWords\tand\tutterances\texist\tin\tbetween\tspeakers\tand\tlisteners,\treceiving\tand\tchanging\tmeaning\tin\ta\tdialogical\tmanner.\tIn\tBakhtin\u00E2\u0080\u0099s\t(1984)\tdiscussion\tof\tdialogue\tin\this\tbook\tProblems\tof\tDostoevsky's\tPoetics,\the\tdistinguishes\tbetween\tdialogue\t(Socratic)\tand\tmonologue\t(Platonic).\tBakhtin\t(1984)\tdid\tso\tby\targuing\tthat\ta\tPlatonic\tperspective\tderives\tmore\tfrom\tthe\trhetorical\ttradition,\twhich\tis\tsingle-voiced\tand\truled\tby\ta\tpre-set\thierarchical\trelationship.\tThis\tis\tin\tcontrary\tto\ta\tSocratic\tperspective,\twhich\taccording\tto\tBakhtin\t(1984),\tis\ta\tdouble-voiced\tdialogic\tthat\tencourages\tthe\tdeliberation\tof\tsomeone\telse\u00E2\u0080\u0099s\tutterances\tand\twords.\tIn\tthis\tcase,\tthe\tdialogue\tis\ta\trelational\tact,\tevolving\tthrough\tall\tparticipants\tin\tthe\tdialogue,\twhereas,\tin\tthe\tPlatonic\trhetorical\ttradition,\tthe\trelationship\tbetween\tspeaker\tand\tlistener\tis\thierarchical\tand\tpredefined\t(Bakhtin,\t1984).\tTherefore,\tBakhtin\t(1984)\tsuggests\tthat,\tinstead\tof\tfollowing\tthe\trhetorical\ttradition\tof\tan\tongoing\texchange\tof\twords\tand\tutterances,\tit\twould\tbe\tnecessary\tto\tmove\ttowards\trestructuring\tthe\ttraditional\trelationship\tbetween\tspeaker\tand\tlistener/writer\tand\treader,\ttoward\tthe\tcreation\tof\tideas\tin\tcooperation.\tPutting\tBakhtin\u00E2\u0080\u0099s\t(1984)\tsuggestion\tinto\tdemocratic\teducation\tmeans\tliving\tthe\trestructuring\tof\tthe\ttraditional\trelationship\tbetween\tstudent\tteacher.\tMoving\tto\ta\tmore\tcomplex\tand\tchallenging\trelationship\twithin\tthe\tschool\tcommunity,\tin\twhich\teven\troles\tin\tschool\tshould\tnot\tbe\tset\tby\tdefault.\tA\tstudy\tsession\tcould\trun\twithout\ta\tteacher,\twith\tseveral\tteachers,\twith\tother\tadults,\tor\tbe\tled\tby\tyounger\tstudents,\tthus\tshifting\taway\tfrom\ttraditional\tforms\tof\targument\tin\twhich\twords\tare\tjust\treplicated\twithout\tevolving.\tBy\toffering\tthis\tpath\tof\tdialogue,\tBakhtin\t(1984)\tcritiques\tthe\trhetorical\ttradition\tfor\tunderlining\tpast\tvoices\tand\tpredicting\tfuture\tvoices.\tHis\tcritique\tmay\trelate\tto\this\tearly\tyears\tin\tVilnius\tand\tOdessa,\twhere\the\twas\texposed\tto\tcomplex\tand\trich\tmixes\tof\tcultures,\tlanguages,\tand\tclasses,\twhich\the\tlater\tcalled\theteroglossia.\tBakhtin\t(1984)\tuses\tthe\tterm\tto\trefer\tto\ta\tcomplex\tmix\tof\tlanguages\tand\tworldviews\tin\tconstant\tdialogue\tin\twhich\teach\tlanguage\tis\tviewed\tfrom\tthe\tother\tpoint\tof\tview.\tThe\tconcept\tof\theteroglossia\tenables\tone\tto\tlook\tfor\tthe\trich\tdouble-voices\tof\tmultiple\tlanguages,\tdifferent\tcultures,\tand\tperspectives.\t\t 46\tSuch\tdialogue\tbetween\tindividuals,\tcultures,\tlanguages,\tand\tutterances\tis\tan\tongoing\tprocess\tthat\tnever\tends,\tallowing\tlanguage\tto\tchange\tas\ta\tresult\tof\ta\thybridization\tof\tlanguages\tand\tmeaning.\tBakhtin\t(1982)\trecognizes\twhat\tdialogue\toffers\tbeyond\ta\tsimple\texchange\tof\twords\tand\tturn-taking\tof\tvoices:\t\u00E2\u0080\u009CFor\tany\tindividual\tconsciousness\tliving\tin\tit,\tlanguage\tis\tnot\tan\tabstract\tsystem\tof\tnormative\tforms\tbut\trather\ta\tconcrete\theteroglot\tconception\tof\tthe\tworld\u00E2\u0080\u009D\t(p.\t293).\tBakhtin\t(1965)\talso\toffers\tthe\tconcept\tof\t\u00E2\u0080\u009Cfolk\tculture\u00E2\u0080\u009D\t(p.\t4)\tand\t\u00E2\u0080\u009Ccarnival\u00E2\u0080\u009D\t(p.\t7)\tto\telaborate\ton\this\tunderstanding\tof\tlanguage.\tHe\tpresents\tthe\tfolk\tculture\tand\tcarnival\tas\tspaces\tin\twhich\tintentions,\tsocial\tstructures,\tpower\trelations,\tand\tcontexts\tare\tquestionable\t(Bakhtin,\t1965).\tIn\tfolk\tculture\tand\tcarnival,\tfears\tare\tdefeated\tby\tlaughter\tin\twhich\tall\tare\tequal\tand\tthere\tis\tno\tpower\tstructure\tamong\tall\u00E2\u0080\u0094people\tallow\tthemselves\tto\tplay\t ,\tcelebrate,\tand\trelease\tcontrol\twith\tlanguage,\tmeaning,\tand\tbehaviours.\tAs\topposed\tto\tthe\tofficial\tfeast,\tone\tmight\tsay\tthat\tcarnival\tcelebrated\ttemporary\tliberation\tfrom\tthe\tprevailing\ttruth\tand\tfrom\tthe\testablished\torder;\tit\tmarked\tthe\tsuspension\tof\tall\thierarchical\trank,\tprivileges,\tnorms,\tand\tprohibitions.\tCarnival\twas\tthe\ttrue\tfeast\tof\ttime,\tthe\tfeast\tof\tbecoming,\tchange,\tand\trenewal.\tIt\twas\thostile\tto\tall\tthat\twas\timmortalized\tand\tcompleted.\t(Bakhtin,\t1965,\tp.\t10)\tHaving\tsaid\tthat,\tBakhtin\t(1965)\toffers\tsociety\tthe\tunmasking\tand\tdisclosing\tof\tthe\tunvarnished\ttruth\tunder\tthe\tveil\tof\tfalse\tclaims\tand\tarbitrary\tranks.\tIn\tthis\tunmasking\treality,\tBakhtin\t(1865)\tclaims\tthat\tpeople\texperience\ta\tsense\tof\trelational\ttogetherness,\tin\twhich\tthe\tcommunity\toffers\ta\tway\tof\tbeing\tI\tand\t\u00E2\u0080\u009Csymbols\tof\tfear\t[are]\tdefeated\tby\tlaughter\u00E2\u0080\u009D\t(p.\t394).\tBakhtin\t(1965)\tasserts\tthat\tdialogic\tlanguage,\tas\tit\tappears\tin\tcarnival\tand\tin\tfolk\tculture,\tis\tunstable\thomogeny\tof\tthought.\tThis\tcultural\tenvironment\tencourages\tthe\tmotion\tand\tmovement\tof\tthinking\tand\trethinking\tof\tthoughts\t(Bakhtin,\t1965).\tAccording\tto\tBakhtin\t(1965),\tthe\tcreative\tatmosphere\tof\tfolk\tfestivities\taside\tthe\tseriousness\tof\tofficial\tauthority,\tquestions\thierarchies,\tand\tshakes\tthe\t\u00E2\u0080\u0098known.\u00E2\u0080\u0099\tAs\the\twrites\tin\tRabelais\tand\tHis\tWorld:\t\t 47\tIn\tspite\tof\ttheir\tvariety\tfolk\tfestivities\tof\tthe\tcarnival\ttype,\tthe\tcomic\trites\tand\tcults,\tthe\tclowns\tand\tfools,\tgiants,\tdwarfs,\tand\tjugglers,\tthe\tvast\tand\tmanifold\tliterature\tof\tparody\t\u00E2\u0080\u0093\tall\tthese\tforms\thave\tone\tstyle\tin\tcommon:\tthey\tbelong\tto\tone\tculture\tof\tfolk\tcarnival\thumor.\t(Bakhtin,\t1965,\tp.\t4)\t\tConsidering\tthe\tnotion\tof\tcarnival,\tBakhtin\u00E2\u0080\u0099s\t(1965)\tadds\tthat\tpeople\tsituate\ttexts\t\u00E2\u0080\u009Cwithin\tthe\tcontext\tof\tthe\tother\ttext\tand\twithin\ttheir\thistorical\tand\tcultural\tcontext\tenriches\t\u00E2\u0080\u00A6\t[the]\tnotion\tof\tcarnival\tas\ta\tprocess\tof\tcreative\trenewal\tand\tsocial\ttransformation\u00E2\u0080\u009D\t(Zappen,\t2004,\tp.\t39).\tWith\tthat,\tBakhtin\t(1965)\tstresses\tthe\tsignificance\tof\tthe\tcontext\tin\tthe\tprocess\tof\tcreative\trenewal\twithin\tthe\tchain\tof\tcommunication.\tFurthermore,\texploring\tcommunication\tfrom\tBakhtin\u00E2\u0080\u0099s\t(1965)\tperspective\thighlights\tthe\timportance\tof\tencountering\tothers\tin\tthe\tprocess\tof\tcreating\tmeaning\tand\tcommunicating.\tIn\tthis\tstudy,\tI\tconnected\twith\tBakhtin\u00E2\u0080\u0099s\t(1965)\tspecific\tdimensions\tof\tlanguage\tcan\tbe\tviewed\tas\ta\trelational\tact\tof\tliving\tchains\tof\tcommunication\tthat\tare\tinfluenced\tby\tand\tevolve\tthrough\tall\tparticipants,\tas\tthey\tare\tsituated\twithin\tvarious\tcultural,\tsocial,\tand\tpolitical\tcontexts.\tLanguage\tdoes\tnot\texist\tin\ta\tneutral\tspace\tand\tis\tinherently\tunfinalizable.\tAs\tsuch,\ta\tdialogic\tprocess\tis\talways\tincomplete\tbecause\twords\thold\tnegotiated\tmeanings.\tWithin\ta\tchain\tof\tcommunication\ta\tfolk\tculture\tand\ta\tcarnival\toffer\tunmasked\tspaces\tin\twhich\tintentions,\tsocial\tstructures,\tpower\trelations,\tand\tcontexts\tare\tquestionable.\tArendt.\tBakhtin\u00E2\u0080\u0099s\t(1965)\tview\tof\tencountering\tothers\tintersects\twith\tArendt\u00E2\u0080\u0099s\t(1954,\t1958)\tunderstanding\tof\tdialogue.\tArendt\tbrings\ttogether\tdifferent\taspects\tof\tpolitical\texistence\tthrough\tbeing\ta\tpart\tof\tand\tacting\tfor\tparticipatory\tdemocracy.\tArendt\t(1954,\t1958)\tsuggested\tthat\thuman\tbeings\tcan\texperience\tfreedom\tand\tliberation\tas\tindividuals\tin\trelation\tto\tothers\tin\tsociety.\tMargaret\tCanovan\t(as\tcited\tin\tArendt,\t1958)\twrites\tabout\tArendt\u00E2\u0080\u0099s\tstandpoint\tin\tthe\tintroduction\tof\tThe\tHuman\tCondition:\tArendt\twas\tcertainly\tdrawn\tto\tparticipatory\tdemocracy,\tand\twas\tan\tenthusiastic\tobserver\tof\toutbreaks\tof\tcivic\tactivity\t\u00E2\u0080\u00A6\treminding\tus\tthat\tthe\tcapacity\tto\tact\tis\tpresent\teven\tin\tunlikely\tcircumstances\twas\tcertainly\tone\tof\ther\tpurposes.\tBut\tshe\temphatically\tdenied\tthat\ther\trole\tas\ta\tpolitical\tthinker\twas\tto\tpropose\ta\tblueprint\tfor\tthe\tfuture\tor\tto\ttell\tanyone\twhat\tto\tdo.\t(p.\tviii)\t\t 48\tOn\tthe\tcontrary,\tArendt\t(1958,\t1963)\twrites\tin\tThe\tHuman\tCondition\tand\tin\tEichmann\tin\tJerusalem\tabout\tthe\timportance\tof\taction,\tsuch\tas\tlabour\tand\twork,\tas\tone\tof\tthe\tconditions\tof\tbeing\thuman.\tIn\tthese\ttwo\tbooks,\tArendt\t(1958,\t1963)\temphasizes\tthe\timportance\tof\tusing\tand\tnot\tlosing\tone\u00E2\u0080\u0099s\tcongenital\tability\tto\tthink\tfor\toneself.\tArendt\t(1958)\tstresses\tthe\tneed\tfor\tpeople\tto\tthink\tand\tuse\ttheir\t\u00E2\u0080\u009Ccapacity\tof\tbeginning\tsomething\tanew\u00E2\u0080\u009D\t(p.\t9),\tsince\tthis\tis\twhat\tmakes\tus\thuman.\tTherefore,\tArendt\t(1958,\t1963)\tperceives\ther\trole\tas\tpolitical\tthinker\tas\treminding\tpeople\tof\ttheir\tabilities\tand\tresponsibilities\tto\tthink\tand\tact\tin\tthe\tworld\tin\twhich\tthey\tlive\twithout\toffering\tanswers\tand\ta\tway\tto\tdo\tso.\tHence,\tArendt\tbrings\tto\tthe\tforefront\tthe\tcomplexity\tof\tcommunication\tand\tbeing\tin\tdialogic\tprocess.\tAlthough\tArendt\twas\tmostly\tknown\tfor\ther\tinfluential\tpolitical\tphilosophy\twith\ther\tbooks\tThe\tOrigins\tof\tTotalitarianism\t(Arendt,\t1951),\tBetween\tPast\tand\tFuture\t(Arendt,\t1954),\tThe\tHuman\tCondition\t(Arendt,\t1958),\tand\tEichmann\tin\tJerusalem\t(Arendt,\t1963),\ther\twork\tis\tnot\tclassified\twithin\ta\tspecific\tphilosophical\tschool\tof\tthought.\tShe\tdoes,\thowever,\tkeep\ta\trelational\tsense\twith\tthe\tpresent\tand\tthrough\twriting\twith\tseveral\tthinkers\u00E2\u0080\u0099\tphilosophies\tas\tsuch\tas\tMartin\tHeidegger\t(1927),\tAristotle\t(Cohen,\t2016),\tand\tKarl\tJaspers\t(1941).\tThe\thistorical\tand\tpersonal\tcontext\tof\tArendt\u00E2\u0080\u0099s\t(1951,\t1954,\t1958,\t1963)\twork\tcould\toffer\tsome\tunderstanding\tof\ther\tnon-linear\tand\tunfixed\tphilosophy.\tShe\twas\tborn\tin\tGermany\tin\tthe\tearly\t20th\tcentury\tto\ta\tsecular\tJewish\tfamily\t(d'Entreves,\t2006).\tArendt\u00E2\u0080\u0099s\tearly\tyears\tas\ta\tyoung\tchild\tincluded\ther\tfather\u00E2\u0080\u0099s\tdeath,\tbattles\tbetween\tRussia\tand\tGermany\tnext\tto\ther\thome\ttown\tduring\tWorld\tWar\tI,\tand\ther\tmother\u00E2\u0080\u0099s\tnew\tmarriage\t(d'Entreves,\t2006).\tBy\t1925,\twhen\tshe\twas\t19\tyears\told,\tshe\tstudied\ttheology\tand\tphilosophy\tat\tthe\tuniversity\tlevel\tand\thad\tan\taffair\twith\tone\tof\ther\tprofessors,\tMartin\tHeidegger,\twho\tinfluenced\ther\tthoughts\tand\tviews\t(d'Entreves,\t2006).\tLater\ton,\tshe\tmoved\tto\tstudy\twith\tKarl\tJaspers\twho\tbecame\ther\tmentor\tfor\ther\tdissertation\ton\tthe\tnotion\tof\tlove\tin\tSt.\tAugustine\u00E2\u0080\u0099s\tphilosophy\t(d'Entreves,\t2006).\tIn\t1929,\tshe\twas\tmarried\tfor\tthe\tfirst\ttime.\tBy\tearly\t1933,\tthe\tnational\tsocialists\thad\tgained\tpower\tunder\tHitler\u00E2\u0080\u0099s\tleadership\tand\tArendt\tbecame\ta\tpolitical\tactivist\twith\ta\tZionist\torganization\t(d'Entreves,\t2006).\tHer\tresearch\tof\tanti-Semitic\tpropaganda\tled\tto\ther\timprisonment\tby\tthe\tGestapo\tand\tto\ther\tescape\tto\tParis\t(d'Entreves,\t2006).\tIt\tis\timportant\tto\tmention\tthat\tArendt\tdid\tnot\tresearch\tJudaism\tor\tGod\tin\ther\twriting\tbut\tbecame\tpolitically\taware\tof\ther\tJewish\troots\tin\trelation\tto\tanti-Semitic\tactions\tduring\tthat\ttime.\tWhile\tin\tParis,\tshe\trescued\tJewish\tchildren\tfrom\t\t 49\tGermany\tand\thelped\tthem\tto\treach\tPalestine\t(d'Entreves,\t2006).\tThere,\tin\tParis\tduring\tWorld\tWar\tII,\tshe\talso\tmarried\tfor\tthe\tsecond\ttime\tand\tmoved\tto\tthe\tUnited\tStates\tafter\tbeing\tpersecuted\tfor\ther\tactivism\tand\twritings\tas\ta\tJew\t(d'Entreves,\t2006).\tA\tdecade\tlater,\tshe\tbecame\ta\tcitizen\tof\tthe\tUnited\tStates\tand\tpublished\ther\twell-known\tbook,\tThe\tOrigins\tof\tTotalitarianism\t(Arendt,\t1951).\tArendt\u00E2\u0080\u0099s\tlife\texperiences\tthrough\ttwo\tworld\twars\tin\tEurope,\tbeing\tmarked\tas\ta\tJew,\tand\tdenied\tcitizenship\tstatus\tfor\tmore\tthan\ttwo\tdecades,\tboth\tlimited\ther\tfreedom\tof\texpression\tand\tmovement\tand\tinfluenced\ther\twriting\t(d'Entreves,\t2006).\tThus,\tit\tis\tnot\tsurprising\tthat\tArendt\tchose\tto\tquestion\tfundamental\tconcepts\tof\tfreedom,\tresponsibility,\tliberation,\tthe\torigin\tof\ttotalitarianism,\tpolitical\tlife,\tmodernity,\tand\thuman\tconditions\tincluding\tbasic\thuman\trights.\tIn\tmany\tways\tArendt\u00E2\u0080\u0099s\tworks\tseem\tnot\tto\tbe\tunified\tor\tlinear\tand\tare\tdifficult\tto\tclassify\tand\tframe.\tHowever,\ta\tclose\treading\tof\tArendt\u00E2\u0080\u0099s\tconcepts,\tsuch\tas\tthe\tnature\tof\tfreedom,\tthe\tneed\tof\tpublic\tspace,\tthe\tgift\tof\taction,\tand\tplurality,\tuncovers\ta\tclear\trelational\tconnection\tbetween\tthem\tall\tand\thow\tthese\tinform\tthe\tnotion\tof\tdialogue\tbetween\thumans\tin\tmodern\tdemocracy.\tAs\tArendt\t(1954)\twrites\tin\ther\tbook,\tBetween\tPast\tand\tFuture:\tWhether\twe\tknow\tit\tor\tnot,\tthe\tquestion\tof\tpolitics\tand\tthe\tfact\tthat\tman\tis\ta\tbeing\tendowed\twith\tthe\tgift\tof\taction\tmust\talways\tbe\tpresent\tto\tour\tmind\twhen\twe\tspeak\tof\tthe\tproblem\tof\tfreedom;\tfor\taction\tand\tpolitics,\tamong\tall\tthe\tcapabilities\tand\tpotentialities\tof\thuman\tlife,\tare\tthe\tonly\tthings\tof\twhich\twe\tcould\tnot\tever\tconceive\twithout\tat\tleast\tassuming\tthat\tfreedom\texists,\tand\twe\tcan\thardly\ttouch\ta\tsingle\tpolitical\tissue\tof\tman\u00E2\u0080\u0099s\tliberty.\t(p.\t145)\tAlthough\tArendt\t(1951)\twrites\tabout\tthe\timportance\tof\tfreedom\tin\tdemocracy,\tin\tone\tof\ther\twell-known\tchapters\tin\tthe\tbook,\tThe\tOrigins\tof\tTotalitarianism\t(Part\t2,\tChapter\t9),\tshe\telaborates\ton\thuman\trights\tand\tthe\trole\tof\tthe\tnation-state\tin\ttimes\tof\timperialism,\twhen\tfreedom\tis\tless\tcentred\tthan\tcitizens\u00E2\u0080\u0099\trights:\tSomething\tmuch\tmore\tfundamental\tthan\tfreedom\tand\tjustice,\twhich\tare\trights\tof\tcitizens,\tis\tat\tstake\twhen\tbelonging\tto\tthe\tcommunity\tinto\twhich\tone\tis\tborn\tis\tno\tlonger\ta\tmatter\tof\tcourse\tand\tnot\tbelonging\tno\tlonger\ta\tmatter\tof\tchoice,\tor\twhen\tone\t\t 50\tis\tplaced\tin\ta\tsituation\twhere,\tunless\the\tcommits\ta\tcrime,\this\ttreatment\tby\tothers\tdoes\tnot\tdepend\ton\twhat\the\tdoes\tor\tdoes\tnot\tdo.\t(p.\t296)\tThe\tquestion\tof\tbelonging\tconnects\twith\tArendt\u00E2\u0080\u0099s\t(1951)\tunderstanding\tof\tthe\trights\tof\tcitizens,\twhich,\tshe\targued,\tare\tmore\tfundamental\tfor\thuman\tlife\tthan\tfreedom\tand\tjustice.\tThe\trights\tof\tcitizens\toriginate\tin\ta\tsense\tof\tbelonging\tto\tthis\tearth,\tto\tthis\tplace,\tand\tto\thumanity\tas\tan\tessential\tneed.\tHuman\trights\tare\tbeyond\tlanguage,\tculture,\tand\tjustice.\tHuman\trights,\tas\tArendt\t(1951)\tsuggests,\tare\tmore\tabout\tthe\tsense\tof\tbelonging\tfrom\tan\texistential\tneed.\tArendt\tcontinued\tby\tmaking\tconnections\tbetween\tlosing\tcitizens\u00E2\u0080\u0099\trights\tand\torganized\tnationalistic\tcommunities,\tin\twhich\t\u00E2\u0080\u0098lost\tnationality\u00E2\u0080\u0099\tis\tthe\tlast\tsign\tof\tpast\tcitizenship.\tAt\ttimes,\tArendt\t(1951)\tadds,\tthese\treorganized\tnationalistic\tcommunities\tbecome\tviolent\tand\teven\t\u00E2\u0080\u0098wild\u00E2\u0080\u0099\tin\tthe\tname\tof\trights\tprotection.\tShe\targued\tthat\tonly\tby\tfollowing\tthe\tloss\tof\trights,\thomes,\tand\tlives\tthat\toccurred\twithin\tthe\ttwo\tworld\twars\thas\thumanity\thad\tto\tface\tthe\texistence\tof\tpeople\u00E2\u0080\u0099s\trights\tas\tpolitical\t(Arendt,\t1951).\tShe\tconcludes\tby\tsaying,\t\u00E2\u0080\u009COnly\twith\ta\tcompletely\torganized\thumanity\tcould\tthe\tloss\tof\thome\tand\tpolitical\tstatus\tbecome\tidentical\twith\texpulsion\tfrom\thumanity\taltogether\u00E2\u0080\u009D\t(Arendt,\t1951,\tp.\t297).\tThe\tgeneric\tright,\tArendt\t(1951)\targues,\twhich\tis\tbeyond\tnationality\tis\tnot\tbased\ton\thistorical,\treligious,\tor\tsocial\tstructures\tand\taffiliations.\tThe\trights\tof\tthe\t\u00E2\u0080\u0098new\tworld\u00E2\u0080\u0099\tbecame\tan\tencouragement\tfor\thumanity\tto\trealize\tthat\tall\thumans\thave\tthe\tright\tto\tbe\ta\tpart\tof\thumanity\tand\tit\tis\thumanity\u00E2\u0080\u0099s\tresponsibility\tto\tkeep\tit\tthat\tway.\tArendt\tlinks\tthat\tresponsibility\tto\tpolitical\taction.\tIn\ther\tbook\tThe\tHuman\tCondition,\tArendt\t(1958)\tnames\thuman\tconditions\tas\tlabour,\twork,\tand\taction.\tAs\tArendt\t(1958)\tstates:\tLabor\tis\tthe\tactivity\twhich\tcorresponds\tto\tthe\tbiological\tprocess\tof\tthe\thuman\tbody,\twhose\tspontaneous\tgrowth,\tmetabolism,\tand\teventual\tdecay\tare\tbound\tto\tthe\tvital\tnecessities\tproduced\tand\tfed\tinto\tthe\tlife\tprocess\tby\tlabor.\tThe\thuman\tcondition\tof\tlabor\tis\tlife\titself.\tWork\tis\tthe\tactivity\twhich\tcorresponds\tto\tthe\tunnaturalness\tof\thuman\texistence,\twhich\tis\tnot\timbedded\tin,\tand\twhose\tmortality\tis\tnot\tcompensated\tby,\tthe\tspecies\u00E2\u0080\u0099\tever-recurring\tlife\tcycle.\tWork\tprovides\tan\t\u00E2\u0080\u009Cartificial\u00E2\u0080\u009D\tworld\tof\tthings,\tdistinctly\tdifferent\tfrom\tall\tnatural\tsurroundings.\tAction,\tthe\tonly\tactivity\tthat\tgoes\ton\t\t 51\tdirectly\tbetween\tmen\twithout\tthe\tintermediary\tof\tthings\tor\tmatter,\tcorresponds\tto\tthe\thuman\tcondition\tof\tplurality,\tto\tthe\tfact\tthat\tmen\t\u00E2\u0080\u00A6\tlive\ton\tthe\tearth\tand\tinhabit\tthe\tworld.\t(p.\t7)\tTaking\taction\tin\tthe\tworld,\taccording\tto\tArendt\t(1954),\trequires\tothers\tand\tan\tawareness\tof\tpeople\u00E2\u0080\u0099s\tfreedom\tto\tcommunicate\twith\tothers;\tit\tis\tnot\tto\tsay\tthat\tfreedom\tis\ta\tcharacteristic\tof\tevery\tcommunity\u00E2\u0080\u0094rather\tthat,\tin\torder\tto\ttake\tan\taction,\tone\tneeds\tothers\t(Arendt,\t1954).\tThe\tneed\tfor\taction,\tArendt\tclaims,\tindirectly\tencourages\tdialogue\tto\thappen.\tFor\tthis\tdemocratic\thuman\tcondition\tto\toccur,\tArendt\t(1954)\temphasizes\tthe\timportance\tof\tthe\tpublic\tspace\twhere\tcitizens\tare\table\tto\tencounter\teach\tother\tand\tbe\tengaged\tpolitically.\tThe\tidea\tof\taction\tlinks\tto\tArendt\u00E2\u0080\u0099s\tconcern\tof\ttaking\tresponsibility\tin\tthe\tpublic\tspace.\tArendt\t(1954)\tstresses\tthat\tpeople\u00E2\u0080\u0099s\tactions\treveal\ttheir\tdistinct\tuniqueness,\twhich\tpermits\tresponsibility\ttaking\tby\tmaking\tone\theard\tin\tthe\tworld.\tArendt\t(1954)\tclaims\tthat\tpeople\u00E2\u0080\u0099s\tnew\tbeginning,\tfirst\tin\tbirth\tand\tthen\tlater\twhile\ttaking\taction\tand\tresponsibility,\tcan\tappear\tthanks\tto\tplurality.\tBeing\tthe\tonly\tcondition\tfor\taction\tto\thappen,\tplurality\tbecomes\ta\tbasic\tcondition\tfor\tdemocracy\tas\ta\twhole\t(Arendt,\t1958).\tAs\tArendt\t(1958)\tclarifies:\tAction,\tthe\tonly\tactivity\tthat\tgoes\ton\tdirectly\tbetween\tmen\twithout\tthe\tintermediary\tof\tthings\tor\tmatter,\tcorresponds\tto\tthe\thuman\tcondition\tof\tplurality,\tto\tthe\tfact\tthat\tmen,\tnot\tMan,\tlive\ton\tthe\tearth\tand\tinhabit\tthe\tworld.\tWhile\tall\taspects\tof\tthe\thuman\tcondition\tare\tsomehow\trelated\tto\tpolitics,\tthis\tplurality\tis\tspecifically\tthe\tcondition\u00E2\u0080\u0094not\tonly\tthe\tconditio\tsine\tqua\tnon,\tbut\tthe\tconditio\tper\tquam\u00E2\u0080\u0094of\tall\tpolitical\tlife.\t(p.\t7)\tThe\tnew\tbeginning\tinherent\tin\tbirth\tcan\tmake\titself\tfelt\tin\tthe\tworld\tonly\tbecause\tthe\tnewcomer\tpossesses\tthe\tcapacity\tof\tbeginning\tsomething\tanew,\tthat\tis,\tof\tacting.\tIn\tthis\tsense\tof\tinitiative,\tan\telement\tof\taction,\tand\ttherefore\tof\tnatality,\tis\tinherent\tin\tall\thuman\tactivities.\tMoreover,\tsince\taction\tis\tthe\tpolitical\tactivity\tpar\texcellence,\tnatality,\tand\tnot\tmortality,\tmay\tbe\tthe\tcentral\tcategory\tof\tpolitical,\tas\tdistinguished\tfrom\tmetaphysical,\tthought.\t(p.\t9)\t\t 52\tTherefore,\tdialogue\tserves\tthe\thuman\tcondition.\tAs\tArendt\t(1954,\t1958)\targues,\tthe\texperience\tof\tdialogue\tallows\tpeople\tto\texplore\tthe\tmost\texistential\tfoundations\tas\texperiencing\tfreedom,\ttaking\taction,\tand\tbeing\tborn.\tThus,\tdialogue\toffers\ta\tcomplex\texperience\tof\tthe\thuman\tcondition.\tIn\tthis\tstudy,\tI\tconnected\twith\tspecific\tdimensions\tof\tArendt\u00E2\u0080\u0099s\t(1954,\t1958)\tideas,\tsuch\tas\tthe\tnature\tof\tfreedom,\tthe\tneed\tof\tpublic\tspace,\tthe\tgift\tof\taction,\tand\tplurality,\tall\tof\twhich\tinform\tthe\tnotion\tof\tdialogue\tbetween\thumans.\tDialogue\tallows\tpeople\tto\texplore\tthese\texistential\tfoundations\tthrough\ttaking\taction\tin\tthe\tworld\tthrough\tan\tawareness\tof\tpeople\u00E2\u0080\u0099s\tfreedom\tto\tcommunicate\tacross\ta\tspectrum\tof\tplurality.\tThus,\tencounters\tbecome\tbasic\tconditions\tfor\tdemocracy,\tin\twhich\tpeople\trealize\ttheir\tcapacity\tof\tbeginning\tsomething\tanew\tin\tterms\tof\tpolitical\texistence\tthrough\tbeing\ta\tpart\tof\tand\tacting\tfor\tparticipatory\tdemocracy.\tBohm.\tConsidering\tArendt\u00E2\u0080\u0099s\t(1954,\t1958)\tunderstanding\tof\tdialogue,\tDavid\tBohm\t(1985,\t1986,\t2004)\tadds\tadditional\tmeaning\tto\tthe\trole\tof\tthought.\tWhile\tArendt\t(1954,\t1958)\telaborates\tthe\tunderstanding\tof\tthe\timportance\tof\tencountering\tothers\tand\thow\tdividing\thumans\tinto\tgroups\tbased\ton\tdifferent\treasons\tharms\thuman\trights,\tBohm\t(2004)\trelates\tto\tArendt\u00E2\u0080\u0099s\tunderstanding\twith\this\tclaim\tthat\tfragmentation\tbreaks\tthings,\tparticularly\tthings\tcreated\tin\tpeople\u00E2\u0080\u0099s\tthoughts,\tnot\tnecessary\tin\tlife.\tBohm\u00E2\u0080\u0099s\t(1985)\tphilosophical\tand\tscientific\tviewpoints\tare\tinseparable.\tHis\twork\tintegrates\this\tlove\tof\tphysics\tand\this\tlater\tyears\tof\tstudying\tdialogue\twith\tspecial\tattention\ttoward\tthe\trole\tof\tthought.\tIn\this\tbooks\tUnfolding\tMeaning\t(Bohm,\t1985)\tand\tOn\tDialogue\t(Bohm,\t2004),\the\tbrings\this\tunderstandings\tof\tthe\trelational\tand\tundivided\twhole\tfrom\this\tphysics\tstudies\tinto\tconversation\twith\this\texploration\tof\tthe\tnotion\tof\tdialogue.\tHe\twarns\tabout\tfragmentation\tof\tthe\tparts\tof\tthe\twhole\tsince\tthey\tall\tbelong\ttogether\tto\tthat\twhole\tand\tshould\tnot\tbe\tbroken\tinto\tseparate\tentities.\tThus,\tdialogue\tis\tnot\ta\tsum\tof\tinteractions\tbetween\tparticipants,\tbut\trather\ta\tholistic\tprocess\tconveying\trelational\tconnections\tthat\tshould\tstay\ttogether\tand\tnot\tapart.\tI\u00E2\u0080\u0099ll\ttry\tto\tgive\tsome\texamples\tof\tthe\tdifficulty\tin\tthinking,\tin\tthought.\tOne\tof\tthese\tdifficulties\tis\tfragmentation,\twhich\toriginates\tin\tthought\u00E2\u0080\u0094it\tis\tthought\twhich\tdivides\teverything\tup\t\u00E2\u0080\u00A6\twe\tset\tup\tseparate\tnations\t\u00E2\u0080\u00A6\twe\talso\tdivide\treligions\t\u00E2\u0080\u00A6\tand\tin\tthe\t\t 53\tfamily,\tthe\tdivisions\tare\tin\tthought.\u00E2\u0080\u00A6\tFragmentation\tis\tone\tof\tthe\tdifficulties\tof\tthought.\t(Bohm,\t2004,\tp.\t10)\t\tIt\tis\tbreaking\tthings\tup\twhich\tare\tnot\treally\tseparate\t\u00E2\u0080\u00A6\tthe\tparts\tare\tparts\tof\tthe\twhole,\tbut\tthe\tfragments\tare\tjust\tarbitrarily\tbroken\toff\tfrom\teach\tother.\tThat\u00E2\u0080\u0099s\tone\tof\tthe\tfeatures\tof\tthought\tthat\u00E2\u0080\u0099s\tgoing\twrong.\t(Bohm,\t2004,\tp.\t56)\tAs\tBohm\t(2004)\tsuggests\there,\tfragmentation\tis\tan\tobstacle\tfor\tdialogue.\tThe\theart\tof\tdialogue\tis\tthe\texperimental\tdialectical\tprocess\tbeyond\tfragmented\tways\tof\tthinking,\tincluding\tvalue\tsystems,\tnations,\treligions,\teconomics,\tand\t\u00E2\u0080\u009Cselves,\u00E2\u0080\u009D\tin\twhich\tpeople\tallow\tthe\temergent\tfriction\tbetween\tcontrasting\tvalues\tto\toccur.\tBohm\tclarifies\tthat\tdialogue\tcan\tovercome\tfragmentation\tin\tsociety.\tIt\tis\timportant\tto\tknow\tthat\talthough\the\twrote\tmore\tthan\ta\tdozen\twell-known\tbooks,\tincluding\tQuantum\tTheory\t(Bohm,\t1951),\tWholeness\tand\tthe\tImplicate\tOrder\t(Bohm,\t1980),\tand\tCausality\tand\tChance\tin\tModern\tPhysics\t(Bohm,\t1984),\tI\tconcentrated\tonly\ton\ttwo\tof\this\tbooks:\tUnfolding\tMeaning\t(Bohm,\t1985)\tand\tOn\tDialogue\t(Bohm,\t2004).\tThose\tbooks\tare\tfocused\ton\tdialogue\tper\tse.\tIn\tcoming\tto\tunderstand\tBohm\u00E2\u0080\u0099s\t(1985,\t2004)\twritings,\tit\tis\timportant\tto\tbe\taware\tof\this\tpersonal\tcontext\twhile\tgrowing\tup.\tBohm\twas\tborn\tin\t1917\tin\tWilkes-Barre,\tPennsylvania,\tin\tthe\tUnited\tStates\tof\tAmerica.\tHe\twas\traised\tas\ta\tfirst\tgeneration\tson\tof\tJewish\timmigrant\tparents.\tIn\ta\tseries\tof\tdialogues\tfor\tthe\tNiels\tBohr\tLibrary\tand\tArchives,\tBohm\t(1986)\tspoke\twith\tMaurice\tWilkins\tabout\this\tchildhood\tbeing\ta\tchallenging\ttime\tin\this\tlife.\tThe\tdifficulties\twere\tmainly\trelated\tto\this\tmother,\tcoping\twith\this\tfather,\tand\twith\tlife\tin\tgeneral,\tsuch\tas\tstruggling\twith\textreme\temotions,\tseeing\tthe\twhole\tpicture,\tand\ttaking\tresponsibilities.\tAlthough\the\thad\ta\tbetter\trelationship\twith\this\tmother\tlater\tin\tlife,\tas\ta\tboy\this\tmother\tcould\tnot\ttake\tcare\tof\thim,\tso\the\tlived\twith\this\tfather\tand\tbrother.\tGrowing\tup\tas\ta\tJew\tin\ta\tnon-Jewish\tmiddle-class\tneighbourhood\tcaused\ttension\tand\thelped\thim\trealize\tthat\tthere\tis\ttruth\tin\tboth\tcommunities.\tAs\tBohm\t(1986)\tshared\tin\tan\tinterview\twith\tMaurice\tWilkins:\tI\u00E2\u0080\u0099m\tsure\tI\twas\taffected\tby\tmy\tfather\t\u00E2\u0080\u00A6\tto\tquestion\tthe\tlimited\tvalues\tof\tthe\tJewish\tcommunity.\tBut\talso\tthe\tcontrast\tbetween\tthe\tJewish\tcommunity\twhich\twas\ta\tbit\tfar\taway\tand\tthe\timmediate\tsurroundings\tof\tthe\tpeople\tI\twas\twith\tall\tthe\ttime\t\u00E2\u0080\u00A6\twe\tlived\t\t 54\tsurrounded\tby\tPolish\tand\tIrish\tpeople\t\u00E2\u0080\u00A6\tI\trealized\tthat\tthe\tJewish\tcommunity\toften\tlooked\tdown\ton\tthe\tPolish/Irish,\tand\tvice\tversa,\tand\tthe\tPolish/Irish\thad\ta\tpoor\tview\tof\tthe\tJews\t\u00E2\u0080\u00A6\tyes,\tlimited,\tartificial,\tmiddle\tclass.\tYou\tknow,\tvarious\tfeelings,\tnarrow\tand\tsort\tof\tarbitrary\tand\tknow\tthat\ttheir\tvalues\twere\tsomewhat\tarbitrary,\tdogmatic\t\u00E2\u0080\u00A6\tI\tcould\tsee\tthat\tboth\tcommunities\twere\tcriticizing\teach\tother\tso\tthat\tmay\thave\tled\tme\tto\tlook,\tto\ttake\ta\tstance\ta\tbit\tbeyond\tthat\t\u00E2\u0080\u00A6\tI\thad\tsome\tties\tto\tboth\tcommunities\tand\tI\tcould\tsee\tsome\ttruth\tin\tboth\tsets\tof\tcriticisms\t\u00E2\u0080\u00A6\tI\tcould\tsee\tthat\ttherefore\ta\tperson\tdepended\tvery\tmuch\ton\tthe\tcommunity\the\thappened\tto\tgrow\tup\tin.\tSo\tthat\tidea\twas\tsomewhat\tcurrent\tin\tthe\tculture.\t(Session\tII,\tpara.\t2\u00E2\u0080\u009322)\tBohm\u00E2\u0080\u0099s\t(2004)\tlack\tof\ta\tsense\tof\tbelonging\tto\tthe\tJewish\tcommunity\ton\tone\thand\tand\tto\tthe\tcommunity\the\tgrew\tup\tin\ton\tthe\tother,\tin\taddition\tto\this\tparents\u00E2\u0080\u0099\tcomplicated\trelationship,\tmay\thave\tinfluenced\this\tunderstanding\tof\tdialogue,\twhich\the\tdescribed\tas\ta\t\u00E2\u0080\u009Cmulti-faceted\tprocess,\tlooking\twell\tbeyond\ttypical\tnotions\tof\tconversational\tparlance\tand\texchange\u00E2\u0080\u009D\t(p.\txv).\tWhile\tperceiving\tdialogue,\tnot\tas\ta\tnegotiation\tbut\tmore\tas\tcollective\tpool\tof\tmemories\tand\thistories,\tBohm\t(1986)\toffers\tto\tlook\tat\tdialogue\tas\tan\topen\tspace\tin\twhich\tfeelings\tand\tthoughts\tare\tobserved.\tIn\tboth\tbooks,\tOn\tDialogue\t(Bohm,\t2004)\tand\tUnfolding\tMeaning\t(Bohm,\t1985),\the\tspeaks\tabout\tdialogue\tas\tan\tenvironment\tof\topenness\tin\twhich\tit\tis\tnot\tsimply\tlistening\tor\tresponding\tbut\talso\tobserving\tindividual\u00E2\u0080\u0099s\tthoughts\tand\tbecoming\t\u00E2\u0080\u009Cone\tmind\u00E2\u0080\u009D\t(Bohm,\t2004,\tpp.\t36\u00E2\u0080\u009337).\tHe\tclarifies\tthis\tby\tbreaking\tit\tinto\t\u00E2\u0080\u009Csuspension\u00E2\u0080\u009D\t(Bohm,\t2004,\tp.\t87),\t\u00E2\u0080\u009Csocial\tmeditation\u00E2\u0080\u009D\t(Bohm,\t1985,\tp.\t111),\tand\t\u00E2\u0080\u009Cone\tmind\u00E2\u0080\u009D\t(Bohm,\t1985,\tpp.\t36\u00E2\u0080\u009337),\tin\twhich\tpeople\tobserve\tour\ttheir\thabits\tenfolded\twith\tothers\tin\tdialogue\tand\thappen\tto\tgain\tsome\tinsight,\testablishing\tsome\tsense\tof\t\u00E2\u0080\u009Cone\tbody\u00E2\u0080\u009D\t(Bohm,\t2004,\tp.\t36).\tWe\tcan\tfirst\tof\tall\ttry\tto\tobserve\tour\town\thabits\tand\tprograms,\tand\tsuspend\tthem\t[then]\tdialogue\twould\tbe\ta\tkind\tof\tsocial\tmeditation\t\u00E2\u0080\u00A6\tthere\tis\tflow\tback\tand\tforth\u00E2\u0080\u0094what\tI\tam\tis\tenfolded\tin\tyou,\tand\twhat\tyou\tare\tis\tenfolded\tin\tme\t\u00E2\u0080\u00A6\ttherefore\tinstead\tof\treflecting\tit\twithin\tmyself,\tI\treflect\tit\tin\tthe\tdialogue;\twe\treflect\tin\tdialogue.\t(Bohm,\t1985,\tp.\t111)\t\t 55\tIf\twe\tcan\tall\tlisten\tto\teach\tother\u00E2\u0080\u0099s\topinions,\tand\tsuspend\tthem\twithout\tjudging\tthem,\tand\tyour\topinion\tis\ton\tthe\tsame\tbasis\tas\tanyone\telse\u00E2\u0080\u0099s,\tthen\twe\tall\thave\t\u00E2\u0080\u009Cone\tmind\u00E2\u0080\u009D\tbecause\twe\thave\tthe\tsame\tcontent\u00E2\u0080\u0094all\tthe\topinions,\tall\tthe\tassumptions.\tAt\tthat\tmoment\tthe\tdifference\tis\tsecondary.\tThen\tyou\thave\tin\tsome\tsense\tone\tbody,\tone\tmind.\tIt\tdoes\tnot\toverwhelm\tthe\tindividual.\tThere\tis\tno\tconflict\tin\tthe\tfact\tthat\tthe\tindividual\tdoes\tnot\tagree\t\u00E2\u0080\u00A6\tthere\tis\tno\tpressure\tto\tagree\tor\tdisagree.\t(Bohm,\t2004,\tpp.\t36\u00E2\u0080\u009337)\tBefore\tcontinuing\twith\tunfolding\tBohm\u00E2\u0080\u0099s\t(1985)\tnotion\tof\tdialogue,\tthere\tare\tseveral\trelevant\tanecdotes\tfrom\tBohm\u00E2\u0080\u0099s\ttrajectory\tthat\tI\tbelieve\twould\tadd\tlayers\tto\tthis\texploration.\tIn\tBohm\u00E2\u0080\u0099s\t(1986)\tdialogues\twith\tMaurice\tWilkins,\tfor\texample,\the\tclaims\tthat\tas\ta\tchild\the\twas\tcurious\tabout\tatomic\tpower,\twhich\tled\thim\tto\tstudy\tthis\ttopic\tat\tuniversity.\tFollowing\tgraduation\tfrom\this\tundergraduate\tdegree,\tBohm\tmoved\tto\tthe\tUnited\tStates\tof\tAmerica,\twhere\the\tcompleted\this\tdoctorate\tat\tthe\tUniversity\tof\tCalifornia,\tBerkeley\t(Bohm,\t1986).\tDuring\tWorld\tWar\tII,\the\twas\tactively\tinvolved\tin\tradical\tpolitical\tgroups,\tincluding\tthe\tYoung\tCommunist\tLeague\tand\tthe\tCommittee\tfor\tPeace\tMobilization\t(Bohm,\t1986).\tThis\tactivism\tprevented\thim\tfrom\tpassing\tsecurity\tclearances\tof\tthe\tManhattan\tProject,\twhich\tmany\tof\this\tphysics\tfriends\tfrom\tBerkeley\tjoined\tand\tfrom\twhere\tthe\tfirst\tatomic\tbomb\tthat\tbombed\tHiroshima\tand\tNagasaki\twas\tproduced\t(Bohm,\t1986).\tIn\tresponse\tto\tthe\tattention\the\treceived\tfrom\tthe\tFederal\tBureau\tof\tInvestigation,\tBohm\tmoved\tto\tBrazil\tand\ttaught\tat\ta\tuniversity\tfor\t4\tyears,\twhere\the\twrote\this\tbook\tCausality\tand\tChance\tin\tModern\tPhysics\t(Bohm,\t1984).\tHe\tsubsequently\tmoved\tto\tIsrael\tto\tteach\tand\tmet\this\twife\t(Bohm,\t1986).\tTogether\tthey\tmoved\tto\tthe\tUnited\tKingdom,\twhere\tthey\tremained\tfor\tthe\trest\tof\ttheir\tlives\t(Bohm,\t1986).\tAs\tLee\tNichol\t(as\tcited\tin\tBohm,\t2004)\twrites\tin\tthe\tforward\tof\tBohm\u00E2\u0080\u0099s\tbook\tOn\tDialogue,\t\t[Bohm]\trefused\tto\tplace\tor\tto\tdraw\tsharp\tdistinctions\tbetween\tthe\tindividual,\tcollective,\tand\tcosmic\tdimensions\tof\thumanity\t\u00E2\u0080\u00A6\tdialogue\talways\ta\ttesting\tground\tfor\tthe\tlimits\tof\tassumed\tknowledge\u00E2\u0080\u0094offers\tthe\tpossibility\tof\tan\tentirely\tnew\torder\tof\tcommunication\tand\trelationship\twith\tourselves,\tour\tfellows,\tand\tthe\tworld\twe\tinhabit.\t(p.\txxvii)\t\t 56\tTherefore,\twhen\tBohm\t(2004)\tsets\tcomponents\tfor\tdialogue,\the\tembraces\tits\tinseparable\tparts\tsuch\tas\tthe\tnature\tof\tthe\tabsolute\u00E2\u0080\u0094collective\tre-presentation,\tassumptions,\tthe\tparadox\tof\tharmony\u00E2\u0080\u0094problem\tversus\tdifficulty,\tconsciousness\tand\tthought,\tand\tfragmentation\twithin\tthe\twhole.\tBohm\t(2004)\tsuggests\tthat\tbefore\ta\tgroup\tstarts\ta\tdialogue,\tit\tis\timportant\tto\thave\ta\tconversation\tabout\tdialogue\t(p.\t6).\tBy\tdoing\tso,\the\texplained\tthat\tparticipants\tlearn\twhere\teach\tone\tcomes\tfrom\tand\tfor\twhom\teach\tof\tthe\tparticipants\tre-present.\tThis\tway\tof\tconversing\tmay\tallow\tparticipants\tto\trecognize\ttheir\t\u00E2\u0080\u009Cabsolutely\tnecessary\u00E2\u0080\u009D\t(Bohm,\t2004,\tp.\t26)\tboundaries.\tBohm\texplains\this\tidea\tof\tabsolutely\tnecessary\tboundaries\tas\ta\tdeparture\tpoint\tin\teach\tindividual\tfor\tcoming\tto\tdialogue,\tin\twhich\teach\tholds\tideas,\tbeliefs,\topinions,\tand\tassumptions\tthat\tin\tsome\tpoint\tbecame\tpart\tof\twho\tpeople\tare\tor\tat\tleast\tthe\tway\tthey\tthink\tthey\tare.\tBohm\t(2004)\texplains\tthat\tthese\tare\tgoing\tto\tbe\tquestioned\tlater\tin\tthe\tdialogue\tby\tasking,\t\u00E2\u0080\u009CIs\tit\tabsolutely\tnecessary?\u00E2\u0080\u00A6\tMaybe\tit\u00E2\u0080\u0099s\tnot,\t\u00E2\u0080\u00A6\tthen\t\u00E2\u0080\u00A6\tit\tbecomes\tpossible\tto\tlet\tthat\tconflict\tgo\tand\tto\texplore\tnew\tnotions\tof\twhat\tis\tnecessary,\tcreatively\t\u00E2\u0080\u00A6\tthis\tis\tcrucial\u00E2\u0080\u009D\t(p.\t26).\tThose\tabsolutely\tnecessary\tassumptions,\topinions,\tand\tbeliefs\tthat\teach\tparticipant\tarrives\tinto\tthe\tdialogue\twith\tcome\tto\tbe\tquestioned\tpublicly\tby\teach\tparticipant.\tThis\taspect\tconnects\tto\tArendt\u00E2\u0080\u0099s\t(1958)\tunderstanding\tof\tthe\timportance\tof\tthe\tpublic\tspace\twhere\tcitizens\tare\table\tto\tencounter\teach\tother\tand\tbe\tengaged\tpolitically.\tPeople\tencounter\tothers\tin\torder\tto\texperience\ta\tnew\tbeginning\tas\tin\tbirth.\tBohm\t(2004)\tclaims\tthat\thumans\tcome\tto\tdialogue\twith\tassumptions\tbased\ton\tor\trelated\tto\tthe\tgroup\tthey\taffiliate\twith\t(religion,\tnation,\tcommunity,\tetc.).\tThese\tassumptions\ttake\tparticipants\taway\tfrom\tdialogue\tin\tthe\tpresent\tto\tthe\tstories,\topinions,\tand\tassumptions\tthey\tcome\twith\tto\tthe\tdialogue.\tDoing\tso,\tpeople\t\u00E2\u0080\u009Chave\tthe\ttendency\tto\tdefend\ttheir\tassumptions\tand\topinions\t\u00E2\u0080\u00A6\tif\twe\tdefend\topinions\t\u00E2\u0080\u00A6\twe\tare\tnot\tgoing\tto\tbe\table\tto\thave\ta\tdialogue.\tAnd\twe\tare\toften\tunconsciously\tdefending\tour\topinions\u00E2\u0080\u009D\t(Bohm,\t2004,\tp\t13).\tBohm\tillustrates\this\tpoint\tby\tparalleling\treligion\tand\tscience,\twhich\the\texplains\tare\tsimilar\tin\ttheir\tview\tof\tknowing\tabsolute\ttruth.\tHe\texplained\tthat\tthere\tis\tno\tway\tto\tbridge\tthese\tdivisions\tbetween\ttruth\texcept\tthrough\tfacing,\tobserving,\tand\tquestioning\tthem:\tSo\tit\tis\tclear\tthat\tpeople\twho\tbelieve\tthat\tthey\tare\tarriving\tat\tany\tkind\tof\tabsolute\ttruth\tcan\u00E2\u0080\u0099t\tmake\ta\tdialogue,\tnot\teven\tamong\tthemselves\t\u00E2\u0080\u00A6\tso\twe\tcan\tsee\tthat\tthere\tis\t\t 57\tno\t\u00E2\u0080\u009Croad\u00E2\u0080\u009D\tto\ttruth\t\u00E2\u0080\u00A6\tin\t\u00E2\u0080\u00A6\tdialogue\twe\tshare\tall\tthe\troads\t\u00E2\u0080\u00A6\ttherefore\twe\tcome\tto\tthe\t\u00E2\u0080\u009Cno\troad.\u00E2\u0080\u009D\t(Bohm,\t2004,\tp.\t44)\tThus,\tBohm\t(2004)\tstates\tthat\tsociety\tis\tbased\ton\tshared\tmeaning,\tthat\tis,\tthe\tnorms,\trules,\tand\tinstitutions\tthat\tcreate\tit.\tIn\tmany\tways\tthis\tview\tis\tfragmented\tso\twhen\tpeople\tenter\tinto\tdialogue,\tthere\tis\ta\ttendency\ttoward\tthinking\tthrough\tincoherent\taspects\tin\tthe\tsociety\t(Bohm,\t2004,\tpp.\t32\u00E2\u0080\u009333).\tThis\tfragmented\tview,\tBohm\targues,\tconnects\tdirectly\tto\tpeople\u00E2\u0080\u0099s\tthoughts\tthat\tcontain\tdifferent\tpresuppositions\tand\tblock\tmovement\tin\tunderstanding\tand\tbeing\ttogether\tin\topen\tspaces\tof\tdialogue:\tWhat\twe\thave\tto\tdo\tis\tto\tdiscover\tthese\tpresuppositions\tand\tget\trid\tof\tthem\u00E2\u0080\u0094get\tfree\tof\tthem.\tI\tdon\u00E2\u0080\u0099t\tthink\tthat\twe\tcan\testablish\tconditions\tfor\ta\tdialogue,\texcept\tto\tsay\tthat\twe\tboth\twant\tto\tmake\ta\tdialogue\t\u00E2\u0080\u00A6\tgiving\tattention\talso\tto\twhat\tis\tmaybe\tgetting\tin\tthe\tway,\tthen\twe\tshould\thave\tthe\tdialogue.\t(Bohm,\t1985,\tp.\t37)\tAccording\tto\tBohm\t(1985),\tfragmentation\tprevents\tpeople\tfrom\tbeing\twith\teach\tother\tand\tseeing\tbeyond\ttheir\tthoughts.\tIn\tUnfolding\tMeaning,\tBohm\t(1985)\tadds\tthe\tego\tto\this\tunderstanding\tof\tdialogue,\tas\the\tcreated\tties\tbetween\tfragmentation,\tnature\tof\tabsolute,\tand\tthe\tego.\tBy\tdoing\tso,\tBohm\t(1985)\tclaims,\tall\thuman\tconflicts\tarise\tfrom\tthe\tneed\tto\tprotect\tthe\tego\tand\tto\tkeep\tits\tinterests.\tThis\tattempt\tto\tprotect\tthe\tego\tbrings\tthe\tnature\tof\tthe\tabsolute\tto\taction,\twhereby\tindividuals\tstand\tfor\tand\trepresent\ta\ttruth\tthat\tbecomes\tinseparable\tfrom\ttheir\tself-image,\tthat\tis,\ttheir\tego.\tBohm\t(2004)\tcontinues\tby\targuing\tthat\tfragmented\tsociety\tthat\tis\tdivided\tinto\tgroups\tsuch\tas\tpolitical,\treligious,\tideological,\tprofessional\tand\tso\ton,\ttake\tit\tto\tthe\textreme\tby\tcreating\ta\t\u00E2\u0080\u009Ccollective\tego\u00E2\u0080\u009D\t(p.\t149).\tIn\tdesiring\tto\tprotect\tits\tinterests,\tthe\tcollective\tego\tbecomes\tsupreme\tover\tothers\tand\tnot\topen\tto\tdiscussion\tor\tcriticism,\tsince\tit\tbecomes\tthe\tsecure\tbasis\tfor\tthe\tself\tand\tsociety\t(Bohm,\t1985).\tThe\tsecurity\tgained\tfrom\tvalidating\tthe\tcollective\tego\toffers\tgroups\tof\tpeople\twith\tsimilar\tinterests\t\u00E2\u0080\u009Cgreater\tpower\u00E2\u0080\u009D\t(Bohm,\t2004,\tp.\t66).\tBohm\t(2004)\tclarifies,\tonce\tthose\trepresentations\tgain\tpower\tand\tbecome\tevidence\tfor\tbeing\tright,\tas\tif\tit\twas\ta\t\u00E2\u0080\u009Cfact\u00E2\u0080\u009D\tproven\tby\tmany,\tpeople\texperience\tconstant\tpressure\tto\taccept\tparticular\trepresentations\tand\tto\texperience\treality\tthis\tway\t(Bohm,\t1985).\tBohm\telaborates\tthat\tthe\tdanger\tin\trepresentation\tis\tthat\tonce\tpeople\taccept\tone\trepresentation,\tthere\tis\ta\ttendency\t\t 58\tto\tnot\tconsider\tits\tmisrepresentation\tor\tto\tbe\topen\tbeyond\tthe\tstand\tthey\trepresent.\tSo-called\tfacts\trisk\tbecoming\tfragmented;\twhen\t\u00E2\u0080\u009Cwe\tgive\tthe\trepresentation\tthe\tvalue\tof\tindependent\tfact\t\u00E2\u0080\u00A6\twe\tare\table\tto\ttake\t\u00E2\u0080\u0098facts\u00E2\u0080\u0099\twhich\thave\tvery\tlittle\tvalue,\tand\tvalue\tthem\tvery\thighly\u00E2\u0080\u009D\t(Bohm,\t1985,\tp.\t67).\tThose\t\u00E2\u0080\u009Cfacts\u00E2\u0080\u009D\tlimit\tpeople\u00E2\u0080\u0099s\tthoughts\tby\tcreating,\tnot\tpassing,\tborderlines\tin\tthe\tname\tof\tprotecting\tthe\tcollective\trepresentation.\tOnce\tpeople\tbring\tthose\tthoughts\tto\ttheir\tconsciousness,\tthey\tmay\texperience\tthe\tpossibilities\tdialogue\toffers.\tBohm\t(2004)\tlinks\tthis\tunderstanding\tof\tpeople\u00E2\u0080\u0099s\tconsciousness\tto\tthoughts:\tIf\twe\tcould\tlearn\tto\tsee\tthoughts\tactually\tproducing\tpresentations\tfrom\trepresentations,\twe\twould\tno\tlonger\tbe\tfooled\tby\tit\u00E2\u0080\u0094it\twould\tbe\tlike\tseeing\tthe\ttrick\tof\ta\tmagician\t\u00E2\u0080\u00A6\tmany\tworlds\tare\tpossible\u00E2\u0080\u0094it\tall\tdepends\ton\trepresentation,\tespecially\tthe\tcollective\trepresentation.\tTo\tmake\ta\t\u00E2\u0080\u009Cworld\u00E2\u0080\u009D\ttakes\tmore\tthan\tone\tperson,\tand\ttherefore\tthe\tcollective\trepresentation\tis\tthe\tkey\t\u00E2\u0080\u00A6\tthe\treal\tchange\tis\tthe\tchange\tof\tcollective\trepresentations.\t(p.\t69)\tBohm\t(2004)\targues\tthat\tpeople\u00E2\u0080\u0099s\tconsciousness\tof\ttheir\tthought\tis\tcrucial\tfor\ttheir\tability\tto\tbe\tin\tdialogue.\tHe\tcontinues\tby\toffering\tthe\tidea\tof\tsuspending.\tTo\tsuspend,\tBohm\texplains,\tdoes\tnot\tmean\tsuppressing\tbut\tobserving.\tIn\tthe\tbeginning,\tindividuals\tobserve\tthe\tthought,\twhich\tallows\tthem\tto\tbe\tat\tthe\tmoment\twith\tthe\tneed\tto\ttake\taction.\tBohm\t(2004)\tclarifies\tthat\tthere\tis\tmovement\tin\tsuspending\tin\tthe\ttension\twith\tthe\taction.\tTherefore,\tBohm\t(1985)\tmakes\tthe\tclaim\tthat\tdialogue\twould\tbe\t\u00E2\u0080\u009Ca\tkind\tof\tsocial\tmeditation\u00E2\u0080\u009D\t(p.\t111).\tAlthough\tthe\tterm\the\tuses\tsounds\tas\tif\the\toffers\ta\tsolution\ttowards\tharmony,\the\temphasizes\tthat\tthe\tprocess\tof\tdialogue\tis\tongoing,\tin\twhich\tthere\tis\tno\ttruth\tto\tuncover:\tWhat\tI\thave\tsaid\tabout\tall\tof\tthis\tis\ta\tproposal\talso\tinto\tharmony.\tBut\tjust\tto\tsay\tI\tam\tnot\tputting\tit\tas\ta\tfinal\ttruth,\tbut\trather\tit\u00E2\u0080\u0099s\tthe\tbest\tthing\tI\tcan\tsee\tfor\tthe\ttime.\tAnd\tthat\tmight\twell\tbe\tsubject\tto\tchange.\tWe\twill\tnever\tget\ta\tfinal\u00E2\u0080\u0094I\tcan\u00E2\u0080\u0099t\tsee\tus\tgetting\ta\tfinal\tsolution\tto\tthis\tquestion.\tThe\tdialectical\tprocess\twill\tgo\ton.\tWhatever\twe\tsay,\tit\twill\tnot\tbe\tcomplete.\tAnd\ttherefore\tit\twill\tgo\ton\tto\tits\topposite\teventually.\tAny\tattempt\tto\tsay\tsomething\tabout\teverything\twill\tinevitably\tproduce\topposites.\t(Bohm,\t1986,\tSession\t12,\tpara.\t290)\t\t 59\tIn\tthis\tstudy,\tI\tconnected\twith\tspecific\tdimensions\tof\tBohm\u00E2\u0080\u0099s\t(1985)\tideas,\twhich\tindicated,\twhen\tin\tdialogue,\tit\tis\timportant\tto\trecognize\tthe\tabsolutely\tnecessity\tof\tboundaries\tof\tparticipants\tin\tterms\tof\tbeliefs,\topinions,\tassumptions,\tand\tideas\tin\tgeneral.\tThus,\tconsciousness\tof\tpeople\u00E2\u0080\u0099s\tindividual\tand\tcollective\tthoughts\tis\tcrucial\tfor\ttheir\tability\tto\tbe\tin\tdialogue.\tDialogue\testablishes\tan\tenvironment\tof\topenness\tin\twhich\tone\tis\tnot\tsimply\tlistening\tor\tresponding\tbut\talso\tobserving\tindividuals\u00E2\u0080\u0099\tthoughts,\tgaining\tinsight,\tand\tbecoming\tone\tmind,\twhile\tsimultaneously\tsuspending\tthoughts,\twhich\tmakes\tdialogue\ta\tsocial\tmeditation.\tBiesta.\tAs\tBiesta\t(2006)\tputs\tit,\tthe\tcommitment\tto\tan\tongoing\tprocess\tof\tundoing\tand\tbuilding\tas\tdemocratic\tpractice\tis\tcrucial\tfor\tthe\texistence\tof\tdemocracy.\tBiesta\u00E2\u0080\u0099s\t(2006)\tbuilding\tand\tthe\tundoing\tare\tsimilar\tto\tthe\tunfinishedness\tFreire\t(1998)\toffers.\tThis\tunderstanding\tof\tunfinishedness\tderives\tfrom\teducational\tconcerns\tand\tquestions,\tthat\tis,\tholding\ta\tpractical\tview\ttowards\teducation,\tteaching,\tand\tthe\tphilosophy\tof\teducation,\tas\tBiesta\t(2006,\t2012b)\toffers.\tBiesta\t(2006)\tcame\tto\teducation\tfrom\ta\tpractical\tperspective,\tthus\the\treferred\tto\thimself\tas\tan\teducationalist.\tBiesta\t(2015a)\tdeclares\tthat\this\twork\t\u00E2\u0080\u009Cfalls\twithin\tfour\tbroad\tdomains:\tthe\ttheory\tand\tphilosophy\tof\teducation;\tresearch\ton\tcivic\tlearning\tin\tinformal\tsettings;\tcritical\tpolicy\tanalysis;\tand\tthe\ttheory\tand\tphilosophy\tof\teducational\tand\tsocial\tresearch\u00E2\u0080\u009D\t(para.\t5).\tBiesta\u00E2\u0080\u0099s\t(2012b)\tcontribution\twithin\tthose\tdomains\tbrings\tunderstanding\tto\teducational\tprocesses\tand\tpractices,\tincluding\tthe\tgift\tof\tteaching,\tbeing\ttaught,\tcoming\tinto\tthe\tworld,\texperiencing\tfreedom,\tand\tbecoming\tfully\thuman.\tThis\twas\tfollowed,\tby\tan\tinterest\tin\teducational\tpractices,\tthat\tis,\tin\tengaging\tin\tthe\tdialogue\tin\tteaching,\tcreating\tspaces\tof\topenness\tfor\tplurality\tand\tdifference,\tcommitment\tto\tan\tongoing\tprocess\tof\tbuilding\tand\tundoing\tas\tdemocratic\tpractice,\tand\tconnecting\twith\tthe\tworld\tin\tthe\tworld.\t\tTo\tlearn\tabout\tBiesta\u00E2\u0080\u0099s\tideas\tin\thistorical\tand\tpersonal\tcontext,\tI\tcorresponded\twith\thim\tdirectly\ton\tMarch\t22,\t2013;\the\tshared\tthe\tfollowing\tinformation\tin\tthese\tcommunications.\tBiesta\twas\tborn\tin\tRotterdam\tin\tthe\tNetherlands,\tas\ta\tchild\tof\tthe\tpost-war\tgeneration\tfollowing\tWorld\tWar\tII.\tPerhaps\tgrowing\tup\tin\tan\tempty\tcity\tthat\twas\tcompletely\tdestroyed\tin\tthe\twar,\twhere\tmemories\tof\tthe\twar\twere\tvividly\tpresent,\tinfluenced\this\texploration\tof\tcoming\tinto\tand\tengaging\tin\tthe\tworld\tfor\tthe\tsake\tof\tfreedom\t\t 60\tand\tbeing\tfully\thuman.\tEarly\tin\this\tlife\the\twas\ta\tphysics\tteacher\tin\thigher\tvocational\thealth\teducation.\tAlongside\tteaching,\the\tstudied\ttwo\tmaster\u00E2\u0080\u0099s\tprograms:\tin\t1987,\the\tstudied\ttheory\tand\thistory\tof\teducation\tfrom\tLeiden\tUniversity\tand,\tin\t1989,\tphilosophy\tof\tthe\tsocial\tsciences\tfrom\tErasmus\tUniversity\tin\tRotterdam.\tBiesta,\tmarried\tand\twith\tfour\tchildren,\treturned\tin\t1992\tto\tLeiden\tUniversity\tfor\this\tdoctoral\tstudies\ton\tJohn\tDewey\u00E2\u0080\u0099s\twork.\tThroughout\this\tcareer,\tBiesta\thas\tlived\tand\tworked\tin\tdifferent\tlocations\tand\tuniversities,\tmostly\twithin\tEurope.\tCurrently\tBiesta\tis\ta\tprofessor\tof\tpublic\teducation\tat\tMaynooth\tUniversity,\tIreland;\tNIVOZ\tprofessor\tfor\teducation\tat\tthe\tUniversity\tof\tHumanistic\tStudies,\tThe\tNetherlands;\tand\ta\tvisiting\tprofessor\tat\tthe\tNLA\tUniversity\tCollege\t&\tUniversity\tof\tAgder,\tNorway\t(Biesta,\tn.d.).\tAlthough\tBiesta\thas\tpublished\textensively,\tincluding\t34\tbooks\tauthored,\tco-authored,\tedited,\tand\tco-edited,\tdozens\tof\tchapters,\tand\tnumerous\tarticles,\tI\tchose\tto\tfocus\ton\ta\tfew\tof\this\twritings\tin\twhich\the\tcrystallizes\this\tunique\tvoice\tin\teducation,\tphilosophy,\tand\tbeyond;\tthese\tinclude\tBeyond\tLearning\t(Biesta,\t2006),\tMaking\tSense\tof\tEducation\t(Biesta,\t2012b),\this\tchapter\t\u00E2\u0080\u009C\u00E2\u0080\u0098Mind\tthe\tGap!\u00E2\u0080\u0099:\tCommunication\tand\tEducational\tRelation\u00E2\u0080\u009D\t(Biesta,\t2004)\tin\tthe\tbook\tNo\tEducation\tWithout\tRelation\t(Bingham\t&\tSidorkin,\t2004),\tand\this\tarticles,\t\u00E2\u0080\u009CReceiving\tthe\tGift\tof\tTeaching:\tFrom\t\u00E2\u0080\u0098Learning\tFrom\u00E2\u0080\u0099\tto\t\u00E2\u0080\u0098Being\tTaught\tBy\u00E2\u0080\u0099\u00E2\u0080\u009D\t(Biesta,\t2013a)\tas\twell\tas\t\u00E2\u0080\u009CThe\tEducational\tSignificance\tof\tthe\tExperience\tof\tResistance:\tSchooling\tand\tthe\tDialogue\tbetween\tChild\tand\tWorld\u00E2\u0080\u009D\t(Biesta,\t2012a).\tAlso\this\twritings,\tGood\tEducation\tin\tan\tAge\tof\tMeasurement:\tEthics,\tPolitics,\tDemocracy\t(Biesta,\t2010),\tand\tthe\tBeautiful\tRisk\tof\tEducation\t(Biesta,\t2014),\tas\twell\tas\this\ttalk\ttitled\t\u00E2\u0080\u009CBeing\tat\tHome\tin\tthe\tWorld\u00E2\u0080\u009D\t(Biesta,\t2015b)\tadded\tto\tmy\tunderstanding\tof\this\tunderstanding\tand\texploration\tof\tdialogue.\tBiesta\texplores\tthe\tnotion\tof\ttaking\trisks\tin\teducation\tby\tasking\tdifficult\tquestions\tas\ta\tfundamental\tquality\tof\teducation,\tin\twhich\tthe\tprocess\tof\tdialogue\ttakes\tplace.\tAs\tBiesta\t(2012a)\targues\tin\t\u00E2\u0080\u009CThe\tEducational\tSignificance\tof\tthe\tExperience\tof\tResistance:\tSchooling\tand\tthe\tDialogue\tBetween\tChild\tand\tWorld,\u00E2\u0080\u009D\tA\tdialogue\tis\tan\tongoing\tprocess\tand\tan\tongoing\tchallenge,\talso\tbecause\tthe\tquestion\twhether\tjustice\tis\tdone\tto\tall\tparties\tinvolved\tposes\titself\tagain\tand\tagain.\tThe\tchallenge\tfor\teducation,\ttherefore,\tis\tto\tstay\tin\t[the]\tdialogue\tand\tto\tacknowledge\tthat\t\t 61\tthe\tdifficulty\tof\tstaying\tin\tthis\tplace\tis\tan\tessential\tdimension\tof\twhat\tit\tmeans\tto\tengage\twith\tand\texist\tin\tthe\tworld.\t(p.\t96)\tThere\tare\tof\tcourse\trisks\tinvolved\tin\tsuch\tdialogue,\tfor\tteachers\tas\twell\tas\tstudents,\tby\tbeing\tasked\tuncomfortable\tand\tdifficult\tquestions\tand\tby\texperiencing\tthe\trisk\tof\tfacing\tan\tinconvenient\ttruth\t(Biesta,\t2006),\tof\tcoming\tinto\tthe\tworld\tthrough\tbeing\tin\tdialogue\tand\texperiencing\tuniqueness\tand\tplurality,\tnot\tsameness\tand\tidentity,\twhich\tis\tcrucial\tfor\tdemocratic\texistence\t(Biesta,\t2006).\tIn\tthe\tfollowing\texcerpt,\the\turges\tpeople\tto\tpay\tattention\tto\tthe\tcurrent\ttrend:\tWe\tbecome\timmunized\tfor\tthe\tcall\tof\tthe\tother,\twhere\twe\tput\tup\tour\tfences,\tclose\tour\teyes\tand\tears\u00E2\u0080\u0094and\teradicate\tthe\tvery\trisk\tof\tbeing\tinterrupted\tby\tthe\tother,\tthe\trisk\tof\tbeing\taddressed\tby\tthe\tother,\tof\tbeing\tput\tinto\tquestion\tby\tthe\tother\t\u00E2\u0080\u00A6\tThat\tis\twhy\tthe\trisk\tof\teducation\u00E2\u0080\u0094what\tI\ttend\tto\tcall\tthe\tbeautiful\trisk\tof\teducation\u00E2\u0080\u0094is\tso\tvery\timportant;\tbut\tI\tam\taware\tthat\tit\tis\tnot\tfashionable\tto\targue\tthat\teducation\tought\tto\tbe\trisky.\t(Biesta,\t2012a,\tp.\t112)\tBiesta\t(2004)\tlocates\tthis\trisk\tof\teducation\tin\tthe\tgap\tbetween\tteachers\tand\tstudents,\twhere\ttheir\trelationship\ttakes\tplace.\tHe\targues\tthat\tit\tis\twithin\tthis\tgap\tthat\tinteractions\tand\tdifficult\tquestions\tcan\tbe\tasked\t(Biesta,\t2004).\tThis\tgap\tis\tnecessary\tfor\tthe\topportunity\tof\tagency\tin\twhich\tthe\tagent\u00E2\u0080\u0093subject\tcould\tbe\tliberated\tor\temancipated\tby\tthe\tteacher\t(Biesta,\t2004).\tHence,\tBiesta\t(2006)\tclaims\tthat\teducation\tis\tthe\tspace\tin\twhich\tstudents\thave\topportunities\tto\tencounter\t\u00E2\u0080\u009Cwhat\tis\tdifferent,\tstrange,\tand\tother,\tand\t\u00E2\u0080\u00A6\t[where]\tour\tstudents\t\u00E2\u0080\u00A6\t[can]\trespond,\tto\tfind\ttheir\town\tvoice,\ttheir\town\tway\tof\tspeaking\t\u00E2\u0080\u00A6\t[where]\tstudents\tbegin\tto\tfind\ttheir\town,\tresponsive\tand\tresponsible\tvoice\u00E2\u0080\u009D\t(p.\t69).\tBiesta\t(2006)\temphasizes\tthe\timportance\tof\tencountering\totherness,\twhich\treacts\tto\tpeople\u00E2\u0080\u0099s\tinitiatives\tfrom\twhere\tthey\tare\table\tto\tact\tand\tallow\tthe\tirreplaceable\tvoice\twithin\tthem\tto\tbe\tborn\u00E2\u0080\u0094\u00E2\u0080\u009Cthat\taction\tis\tnever\tpossible\twithout\tplurality\u00E2\u0080\u009D\t(p.\t134).\tBiesta\t(2006)\tcontinues\tby\targuing\tthat\tnot\tall\tencounters\tenable\taction,\tthat\tis,\tsituations\tin\twhich\twe\tor\tothers\ttry\tto\tcontrol\tand\tby\tdoing\tso\tprevent\tothers\tto\tbegin,\thence,\t\u00E2\u0080\u009Cwe\tcannot\tcome\tinto\tthe\tworld\t[and]\tsubjectivity\tis\tnot\ta\tpossibility\u00E2\u0080\u009D\t(p.\t135).\tIn\tthat\tspace,\tdialogue\tcannot\tbe\tborn\tinto\tthe\tworld.\tThe\tart\tof\tteaching,\tBiesta\t(2006)\tstates,\tis\tlocated\tin\tthe\tgap\tand\tholds\tthe\t\t 62\ttension\tbetween\tbuilding\tand\tits\tundoing.\tAccording\tto\tBiesta\t(2010,\t2014),\tteaching\talso\tholds\tthree\tdomains\tof\tpurpose:\t(a)\tsocialization\u00E2\u0080\u0094exploring\tthe\tidentity\tof\t\u00E2\u0080\u009Cwho\tam\tI,\u00E2\u0080\u009D\tinviting\tthe\tstudent\tto\tbe\tengaged\twith\tculture;\t(b)\tsubjectification\u00E2\u0080\u0094delving\tinto\tthe\tsubjectness\tof\t\u00E2\u0080\u009Chow\tam\tI,\u00E2\u0080\u009D\tbeing\tresponsible,\tgrownup,\tand\tcompassionate;\tand\t(c)\tqualification\u00E2\u0080\u0094providing\tthe\tknowledge,\tskills,\tunderstanding,\tdispositions,\tand\tforms\tof\tjudgement,\twhich\tare\tneeded\tin\tpreparation\tfor\tmodern\tor\tWestern\tcivilisation,\tthat\tis,\tpreparing\tof\tthe\tworkforce\tin\tcontribution\tto\teconomic\tgrowth.\tAccording\tto\tBiesta\t(2009b,\t2015b),\talthough\tqualification\tseems\tto\tbe\tthe\tmain\tfunction\tof\teducation,\the\tclaims\tthat\tit\tis\tthe\tleast\timportant\tamong\tthese\tthree.\tHowever,\twhat\tmatters\ta\tlot\tto\tBiesta\t(2010,\t2014)\tare\tthe\tfirst\ttwo\tpurposes\tand\thow\tteaching\tand\teducation\tbecome\tlost\tin\tthe\ttransformation\tof\teducation\tinto\tadministrative\tqualification\tsystem.\tTeaching\tis\tnot\ta\ttask\tthat\tcan\tbe\tpre-programmed\tby\tcreating\tlearning\tenvironments;\trather,\tit\tis\tan\tongoing\ttask\tin\twhich\tteachers\tare\tasked\tto\tkeep\tthe\tmovement\tin\ttension:\tI\twant\tto\tcall\ta\tdouble\tduty\t\u00E2\u0080\u00A6\tto\tbe\tcommitted\tto\tboth\tspaces\tand\tevents,\tto\tboth\tdesign\tand\tthe\ttransgression\tof\tdesign,\tto\tboth\tbuilding\tand\tits\tundoing\t\u00E2\u0080\u00A6\tas\tdistinguished\tfrom\tsocialization,\tthat\tis,\tfrom\tthe\tinsertion\tof\tnewcomers\tinto\tan\texisting\torder,\tentails\ta\tresponsibility\tfor\tthe\tcoming\tinto\tthe\tworld\tof\tunique,\tsingular\tbeings.\t(Biesta,\t2006,\tp.\t115)\tThus,\tthe\tfollowing\tpresents\teducational\tquestions\tthat\tarise\tfor\tBiesta\t(2012b)\tby\tlooking\tat\tthe\tnotion\tof\twhat\tteaching\tis:\tWhat\tdoes\tit\tmean\tto\tbe\ttaught,\tand\twhat\tis\tit\tthat\twe\tgive\tauthority\tto?\t\u00E2\u0080\u009CTo\treceive\tthe\tgift\tof\tteaching,\u00E2\u0080\u009D\tBiesta\t(2012b)\targues,\twe\t\u00E2\u0080\u009Cgive\ta\tplace\tto\tinconvenient\ttruths\tand\tdifficult\tknowledge\t\u00E2\u0080\u00A6\twhere\twe\tgive\tauthority\tto\tthe\tteaching\twe\treceive\u00E2\u0080\u009D\t(p.\t9).\tAccording\tto\tBiesta\t(2012b),\tteaching\tis\tan\tact\tof\tgift\tgiving\t(by\tthe\tteacher)\tand\tactively\treceiving\t(by\tthe\tstudents),\tin\twhich\tteachers\tare\tnot\tmerely\tresources\tof\tlearning\tbut\talso\ttake\tthe\teducational\tresponsibility\tof\tencountering\tplurality\tand\tdifference\tand\tin\twhich\tstudents\tare\twilling\tto\tbe\topen\tto\treceiving,\tgiving\tauthority,\tand\tto\tinterrupting\ttheir\tsubjective\ttruth.\tAs\tBiesta\t(2012b)\telaborates,\tThis\tis\ta\tstory\twhere\tteachers\tare\tnot\tdisposable\tand\tdispensable\tresources\tof\tlearning,\tbut\twhere\tthey\thave\tsomething\tto\tgive,\twhere\tthey\tdo\tnot\tshy\taway\tfrom\t\t 63\tdifficult\tquestions\tand\tinconvenient\ttruths,\tand\twhere\tthey\twork\tactively\tand\tconsistently\ton\tthe\tdistinction\tbetween\tdesired\tand\twhat\tis\tdesirable,\tso\tas\tto\texplore\twhat\tit\tis\tthat\tshould\thave\tauthority\tin\tour\tlives.\t(p.\t11)\tAccording\tto\tBiesta\t(2012a),\talthough\tboth\tteaching\tand\treceiving\tthe\tgift\tof\tteaching\tare\tconcerned\twith\tgaining\tpermission\t(given\tby\tstudents)\tfor\tthe\tauthority\t(the\tteachers)\tto\tinteract\twith\tindividuals\u00E2\u0080\u0099\tsubjective\ttruth,\tteaching\thas\ta\tgreater\tresponsibility\tto\tlead\tstudents\tto\tthe\tworld\tand\tto\tmake\tthe\tencounter\tbetween\tthem\tpossible.\tBased\ton\tmy\tpersonal\tinterpretation,\tBiesta\u00E2\u0080\u0099s\t(2012a)\tideas\tof\teducation\tmay\ttranslate\tinto\tadult\tlearning\tas\twell\tas\teducation\twith\tyounger\tpeople,\tsince\this\tunderstanding\tis\texistential\tmore\tthan\tpedagogical\tor\tknowledge\tbased.\tThe\tencounter\tbetween\tstudents\tand\tthe\tworld\tinvolves\tfrustration\tand\tdifficulties;\tBiesta\t(2012a)\twarns\tthat\ta\tlack\tof\tleading\tmight\tmislead\tstudents\taway\tfrom\tengaging\twith\tresistance\tto\tresponding\twith\twithdrawal.\tThus, according\tto\tBiesta\t(2009a),\tdialogue\tmeans\tremaining\tin\tthe\tmiddle\tground\tand\tcontinuing\tto\tengage\twith\treality\u00E2\u0080\u0099s\tinterruptions\tof\tthe\tself\tand\tits\tdesires.\tTherefore,\tBiesta\t(2012a)\tsuggests\tplacing\tthe\tworld\tin\tthe\tcentre,\tmaking\teducation\tworld-centred,\tin\twhich\t\u00E2\u0080\u009Cthe\tdialogue\tbetween\tchild\tand\tworld\t\u00E2\u0080\u00A6\t[would\tbe]\t\u00E2\u0080\u00A6\tdialogical\tencounter\twith\t\u00E2\u0080\u00A6\tresistance\u00E2\u0080\u009D\t(p.\t96).\tThe\tresistance,\tBiesta\t(2012a)\tcontinues,\tis\twhere\tteaching\tbegins:\tEducational\t\u00E2\u0080\u009Cwork\u00E2\u0080\u009D\tonly\treally\tbegins\twith\tthe\texperience\tof\tresistance.\tIt\tis\tafter\tall\tonly\twhen\tchildren\tor\tstudents\tresist\tthat\tthey\tappear\tas\tsubjects\tin\tthe\teducational\trelationship\trather\tthan\tas\t(willing)\tobjects\tof\teducational\tinterventions\t\u00E2\u0080\u00A6\twithout\tresistance\teducation\tis\tnothing\tmore\tthan\tthe\tmonologue\tof\tthe\tteacher.\t(p.\t97)\tThe\tresistance\tBiesta\t(2006)\trefers\tto\tcould\tbe\tconsidered\tan\tinvitation\tfor\tbeing\tin\tdialogue.\tHe\texplained\tthat\teducational\trelationship\tholds\tmuch\tmore\tresponsibility\tthan\tdealing\twith\tobjects\tof\teducational\tintervention.\tThe\tdialogue\tbegins\twhen\tthe\tteacher\u00E2\u0080\u0099s\tmonologue\tends.\tBiesta\t(2006)\tpromotes\tthe\tidea\tthat\tteachers\tshould\thave\tgreater\tresponsibility\tfor\ttheir\tstudents\u00E2\u0080\u0099\tengagement\tin\tthe\tworld.\tAt\tthe\tsame\ttime\the\tclaims\tthat\tit\tis\tproblematic\tand\teven\tunrealistic\tto\tassume\tthat\tteachers\tor\tschools\tcould\tbe\tresponsible\tfor\tstudents\u00E2\u0080\u0099\tpreparation\tfor\tdemocracy.\tHowever,\the\tsuggests,\t\u00E2\u0080\u009Cthe\t\t 64\teducational\tresponsibility\ttoday\thas\tto\tdo\twith\tthe\t\u00E2\u0080\u0098creation\u00E2\u0080\u0099\tof\tthe\tworldly\tspace,\ta\tspace\tof\tplurality\tand\tdifference,\ta\tspace\twhere\tfreedom\tcan\tappear\tand\twhere\tsingular,\tunique\tindividuals\tcan\tcome\tinto\tthe\tworld\u00E2\u0080\u009D\t(Biesta,\t2006,\tp.\t100).\tBiesta\t(2006)\tlooks\tat\thow\topenness\ttowards\tdifferent\tways\tof\tbeing\thuman\t(i.e.,\totherness)\tis\ta\tdemocratic\tact\tin\twhich\tteachers\ttake\tresponsibility\ttoward\ta\tmore\tdemocratic\tsociety.\tTherefore,\tBiesta\t(2006)\tasserts,\t\u00E2\u0080\u009CThe\tmost\timportant\tquestion\ttoday\tis\thow\twe\tcan\trespond\tresponsibly\tto,\tand\thow\twe\tcan\tlive\tpeacefully\twith\twhat\tand\twith\twhom\tis\tother\u00E2\u0080\u009D\t(p.\t15).\tBiesta\t(2006)\tfurther\tstates,\t\u00E2\u0080\u009CDemocracy\titself\tis,\tafter\tall,\ta\tcommitment\tto\ta\tworld\tof\tplurality\tand\tdifference,\ta\tcommitment\tto\ta\tworld\twhere\tfreedom\tcan\tappear\u00E2\u0080\u009D\t(p.\t151).\tThis\timplies\tthat,\tfor\tBiesta\t(2006),\tbeing\tdemocratic\tmeans\tbeing\topen\tto\twho\tis\tdifferent\tfrom\tme,\tthat\tis,\tanyone\tbut\tme.\tThis\tfreedom\tto\tbe\tdifferent\tmeans\tthat\teach\thuman\thas\tto\tfind\this\tor\ther\town\tvoice,\tsince\tno\tone\tcan\tdo\tthis\tfor\tanother.\tBiesta\t(2006)\targues,\t\u00E2\u0080\u009CIt\tis\tthis\tvery\tway\tof\tspeaking\tthat\tconstitutes\tme\tas\ta\tunique\tindividual\u00E2\u0080\u0094as\tme,\tand\tno\tone\telse\u00E2\u0080\u009D\t(p.\t64).\tIn\ta\tway,\tBiesta\tclaims\tfreedom\tis\ta\tconcept\tthat\trequires\teveryone\tto\tdetermine\twhat\tis\ttrue\tfor\thim\tor\therself,\tthat\tis,\tthe\tindividual\u00E2\u0080\u0099s\tsubjective\texistential\ttruth.\tThis\tirreplaceable\ttruth\tspeaks\tto\tuniqueness\tin\twhich\tone\u00E2\u0080\u0099s\tvoice\tcannot\tbe\treplaced\tby\tanother\u00E2\u0080\u0099s,\tallowing\tindividual\tsubjectivity\tto\tcome\tinto\tthe\tworld.\tIn\this\twork,\tBiesta\t(2006)\tinvites\tpeople\tto\tthink\tthrough\tthe\tquestions\tof\twhen,\thow,\tand\twhere\tthe\thuman\tsubject\tcomes\tinto\tpresence,\tthat\tis,\tbeing\tin\tdialogue\twith\tthe\tworld\tin\tthe\tworld.\tBiesta\t(2006)\tsuggests,\tIt\tis\tin\tand\tthrough\tthe\tways\tin\twhich\twe\trespond\tto\tthe\tother,\tto\tthe\totherness\tof\tthe\tother,\tto\twhat\tis\tstrange\tand\tdifferent\tto\tus\t\u00E2\u0080\u0093\tand\tto\trespond\tmeans\tto\tbe\tresponsive\tand\ttake\tresponsibility\t\u00E2\u0080\u0093\tthat\twe\tcome\tinto\tthe\tworld\tas\tunique,\tsingular\tbeings.\t(p.\t69)\tThe\tlearning\tat\tstake\there\tis\tlearning\tfrom\tand\tlearning\tabout\twhat\tit\tmeans\tto\tact,\tto\tcome\tinto\tthe\tworld,\tto\tconfront\totherness\tand\tdifference\tin\trelation\tto\tone\u00E2\u0080\u0099s\town\tbeginning.\tTo\tunderstand\twhat\tit\tmeans\tto\tbe\ta\tsubject\talso\tinvolves\tlearning\tfrom\tthose\tsituations\tin\twhich\tone\thas\tnot\tbeen\table\tto\tcome\tinto\tthe\tworld,\tin\twhich\tone\thas\texperienced\tfor\toneself\twhat\tit\tmeans\tnot\tto\tbe\table\tto\tact.\t(p.\t142)\t\t 65\tBiesta\t(2006)\tinvites\tthe\tuniqueness\tof\teach\thuman\tin\tbeing\tborn\tand\tcelebrated\tin\tthe\tworld.\tThis\tinvitation\tis\tnot\tsimple.\tBiesta\t(2006)\tclaims\tthat\tembracing\tresponsibility\tin\tlife\tis\tnot\tnecessarily\ta\tpleasant\tact:\t\tIt\tcan\tbe\tdifficult\tand\tpainful\tto\tcome\tinto\tthe\tworld,\tto\ttake\tupon\tus\tthe\tresponsibility\tthat\tis\twaiting\tfor\tus,\tto\texpose\tourselves\tto\twhat\tis\tother\tand\tdifferent.\tYet\tthis\tis\twhat\tmakes\tus\tunique\tand,\tin\ta\tcertain\tsense,\thuman.\t(p.\t71)\tIn\tthis\tstudy,\tI\tconnected\twith\tBiesta\u00E2\u0080\u0099s\t(2006)\tdimensions\tof\tthe\timportance\tof\tencountering\totherness\tand\tallowing\tthe\tirreplaceable\tvoice\twithin\tto\tbe\tborn.\tThis\tincluded\tcoming\tinto\tthe\tworld\tthrough\tbeing\tin\tdialogue\tand\texperiencing\tuniqueness,\tplurality,\tresistance,\tdesires,\tand\tfacing\tthe\trisk\tof\tencountering\tan\tinconvenient\ttruth.\tDialogue\tis\tan\tongoing\tprocess\tand\tchallenge\twith\tthe\tdifficulty\tof\tstaying,\tengaging,\tand\tremaining\tin\tthe\tmiddle\tground\tbetween\tthe\ttwo\tfar\tends\tof\tself-destruction\t(withdrawal)\tor\tdestroying\tthe\tworld\t(resistance).\tBeing\tin\tthe\tmiddle\tground\tmeans\texperiencing\tgrownupness.\tDialogue\tis\tcrucial\tfor\tdemocratic\texistence,\twhile\tbeing\tdemocratic\tmeans\tbeing\topen\tto\twho\tis\tdifferent\tfrom\tme,\tthat\tis,\tanyone\tbut\tme.\tTo\tclose,\tI\thave\tattempted\tto\tdiscuss\tencounters\twith\tthe\tother\tthrough\tdialogue\tfrom\tthe\tperspectives\tof\tthese\tfive\tthinkers.\tMany\tconcepts\thave\tarisen\tin\tthe\tprocess,\tincluding\tfragmentation\twithin\tthe\twhole,\tthe\trole\tof\tlanguage\tin\tcommunication\tand\tdialogue,\tthe\timportance\tof\tencountering\tothers\tin\tdemocracy,\tand\tthe\trelation\tbetween\tlife\texperience\tand\tthe\tthinker\u00E2\u0080\u0099s\twork.\tAs\tBohm\t(2004)\tclaims,\tthese\tfragments\tbelong\ttogether\tto\tthe\twhole\tand\tshould\tnot\tbe\tbroken\tinto\tseparate\tentities\t(p.\t56),\tso\tit\tis\timportant\tto\tconsider\teach\tthinker's\twriting\tas\tseparate\tentities\tlocated\tin\trelation\tto\teach\tother\taccording\tto\tpersonal,\tphysical,\thistorical,\tpolitical,\tand\tsocial\tcontexts.\tPerhaps\tan\tinteresting\tintersection\tin\tthis\texploration\twould\tbe\tto\tconsider\teach\tthinker\tas\ta\tlimited\tbut\tan\timportant\trepresentation\tof\ther\tor\this\ttime\tin\thistory.\tFor\tinstance,\tBiesta\u00E2\u0080\u0099s\t(2006)\tconcept\tof\tcoming\tinto\tthe\tworld\twithin\tthe\tsocial\tand\teconomic\tcontext\tin\twhich\the\twrites\t(p.\t115),\tthat\tis,\tthe\tage\tof\tmeasurement\tserving\tneoliberal\tagendas\t(Biesta,\t2016).\tReading\tBiesta\u00E2\u0080\u0099s\t(2006)\twork\tin\tthis\tcontext,\tas\tArendt\t(1958)\twould\tlikely\tclaim,\tleads\tto\texperiences\tof\tplurality\tand\tdifference\tin\twhich\this\tunique\tvoice\tdoes\tnot\thave\tany\toption\t\t 66\tthan\tto\tbe\tborn,\tto\tbegin,\tand\tto\ttake\taction\tin\tthe\tworld,\tallowing\tthe\tirreplaceable\tvoice\twithin\thim,\tas\tit\tdoes\twithin\teach\tpiece,\tto\tarise\tin\tthe\tname\tof\tsubjectivity.\t\tFor\tthe\tuse\tof\tboundaries,\tan\tinteresting\tcomparison\tcould\tbe\tmade\tbetween\tBohm\u00E2\u0080\u0099s\t(2004)\tdispositions\ttowards\tboundaries\tin\tdialogue\tin\tcontrast\tto\tBakhtin\u00E2\u0080\u0099s\t(1965)\tstance.\tWhile\tBohm\t(2004)\tperceives\tthe\tnecessity\tof\tboundaries\tas\ta\tset\tup\tfor\tdialogue,\tBakhtin\t(1965)\toffers\tthe\tconcept\tof\tcarnival\tin\torder\tto\tquestion\tboundaries\tand\tlimitations.\t\tLooking\tat\tthe\tconcept\tof\tencountering\tthe\tother\twithin\tthe\tworks\tof\tBuber\t(1965,\t1996),\tArendt\t(1951,\t1954,\t1958,\t1963),\tBohm\t(1951,\t1980,\t1984,\t1985,\t1986,\t2004),\tand\tBiesta\t(2001,\t2004,\t2006)\talso\treveals\tremarkable\tsimilarities\tthat\tleads\tone\tto\tquestion\u00E2\u0080\u0094whether\teach\tthinker\twas\taware\tof\this\tor\ther\tcolleagues\u00E2\u0080\u0099\twork\tand\tworked\talongside\tthe\tprevious\tphilosophers.\tAlthough\teach\tof\tthese\tthinkers\tlived\tin\tdifferent\ttimes,\thistorical\teras,\tand\tphysical\tlocations,\tin\tmy\tunderstanding,\tthe\tconcept\tof\tdialogue,\twhich\teach\tthinker\tdeveloped,\tleads\tto\tthe\tnotion\tof\tunfinishedness\tof\tFreire\t(1998),\tthe\tongoing\topen-ended\tconcept\tof\tBohm\t(1985),\tthe\tongoing\tprocess\tof\tBiesta\t(2012a,\t2018),\tand\tBuber\u00E2\u0080\u0099s\t(1996)\tconcept\tof\tthe\tlove\tof\tthe\tworld\tand\tthe\tdesire\tto\tbe\tborn\tinto\tit.\tFerguson\t(2012)\tclaims\tthe\tcommon\tdeposition\tby\tall\tthose\tthinkers\tis\tas\tfollows:\t\tDemocracy\tinvolves\tacting\ttogether\twith\tpeople\twe\tdo\tnot\tknow,\tto\tpursue\tgoals\twe\tcannot\tknow\tin\tadvance\tthat\twe\tshare,\tin\tthe\thope\tof\ta\tfuture\twe\tcannot\tcontrol.\tThis\tis\tsharing\tdemocracy\tin\ta\tworld\tinhabited\tby\tplural\tothers.\t(p.\t8)\tThat\tis,\tliving\tin\tdemocracy\tasks\tpeople\tto\tstay\topen\tto\tthe\tunknown\tand\tinvite\tothers\tinto\tthis\tliving.\tIn\tmy\tunderstanding,\twhile\tdemocracy\tbecomes\tan\tintegral\taspect\tof\teducation\tand\tmoves\taway\tfrom\tbeing\ta\tsubject\tthat\thas\tbeen\ttaught,\tthe\texperience\tof\tpower\tand\trespect\ttake\ton\ta\tdifferent\tlived\tflavour.\tAs\tJonothan\tNeelands\t(2009)\twrote\tin\this\tfield\tnotes:\tThe\tprinciples\tof\tthe\tensemble,\tin\tboth\tthe\teducational\tand\tprofessional\tspheres\trequire\tthe\tuncrowning\tand\tdistribution\tof\tthe\tpower\tof\tthe\tdirector/teacher,\ta\tmutual\trespect\tamongst\tthe\tplayers,\ta\tshared\tcommitment\tto\ttruth,\ta\tsense\tof\tthe\t\t 67\tintrinsic\tvalue\tof\ttheatre\tmaking,\ta\tshared\tabsorption\tin\tthe\tartistic\tprocess\tof\tdialogic\tand\tsocial\tmeaning\tmaking.\t(p.\t183)\tNeelands\t(2009)\texpresses\tthat\taccepting\tdialogic\tand\tdemocratic\tprinciples\tof\tgiving\tup\tthe\tpower\tand\tcontrol\tmight\tinvite\tmutual\trespect\tand\tintrinsic\tmeaning\tmaking\ttogether\tand\tapart.\tThat\tbeing\tsaid,\tI\tsuggest\tthat\tdialogue\tholds\tthe\tinterconnected\tideas\tof\ta\tshared\tcommitment\tof\trespecting\twhatever\tone\tbrings\tinto\tthe\tprocess\tof\tmeaning\tmaking\tand\tthe\tcreation\tof\tmeaning\titself.\tThus,\tit\tis\timportant\tto\tkeep\tthis\tprocess\tas\tunfinished\tand\tin\tthe\tmaking,\tsince\tdialogue\tis\tless\tabout\treaching\ta\tconclusion\tand\tmore\tabout\tthe\tprocess\tof\tbeing\twith\tand\tholding\tspace.\tAs\tEllsworth\t(2005)\tsuggests,\t\tThe\texperience\tof\tknowledge\tin\tthe\tmaking\tis\talso\tthe\texperience\tof\tourselves\tin\tthe\tmaking\t\u00E2\u0080\u00A6\twe\tmust\tlook\tfor\tthe\texperiences\tof\tthe\tlearning\tself\tin\twhat\tcomes\tbefore\tthe\tself\tand\twhat\tcannot\tbe\treduced\tto\tthe\tself\twho\tlearns.\t(p.\t2)\tWith\tthis\tclaim\tEllsworth\t(2005)\toffers\tthe\tunderstanding\tthat\tknowledge\tis\tin\tthe\tmaking\tas\topposed\tto\tknowledge\tas\tan\tobject.\tAs\tFreire\t(1998)\tadds\tthat\tthe\tnotion\tof\tprocess\tis\tthe\tunfinishedness:\t\u00E2\u0080\u009CThis\tunfinishedness\tis\tessential\tto\tour\thuman\tcondition.\tWhenever\tthere\tis\tlife,\tthere\tis\tunfinishedness\u00E2\u0080\u009D\t(p.\t52).\tThe\tunfinishedness\tis\tneeded,\tand\tit\tis\tmy\tbelief\tthat\tthe\tartistic\tprocess\tmay\thelp\tto\twork\tthrough\tand\twith\tthis\tunfinishedness.\tThus,\tthe\tnature\tof\tan\tartistic\tprocess,\tin\twhich\tis\tan\tongoing\tprocess\tthat\tis\tnot\tproduct-oriented\tprocess,\tmight\tbe\ta\tsupportive\ttool\tin\ta\tdialogic\tprocess.\tNeelands\tdiscussed\tthis\tin\this\tlecture\ttitled,\tHaving\tan\tExcellent\tTime,\tpublished\ton\tMarch\t12,\t2008:\tA\tprocess\tand\tproduct\tfamously\trepresent\ta\tfrontline\tbetween\tthose\twho\tthink\tthat\ttaking\tpart\tin\tany\tkind\tof\tartistic\tis\tmore\timportant\tthan\tthe\tvalue\tof\twhat\thas\tproduced.\u00E2\u0080\u00A6\tThere\tis\tno\tsuch\tthing\ta\tproduct\tactually;\tthere\tis\tonly\tan\tongoing\tprocess.\tIf\tanything,\tthere\tis\tfear\tthat\tif\tthere\tis\tsomething\tcalled\ta\tproduct,\tthe\tperformance\tthat\tmight\tbe\tnothing\tthat\tfollows\tthat.\tYou\tknow,\twhat\twould\tbe\tnext?\tWhat\twould\tcome\tnext?\t\u00E2\u0080\u00A6.\tthe\tplay,\tthe\tperformance,\tthe\tevent,\tthe\tfestival,\tare\tonly\tstaging\tposts\tin\tthat\texcellent\ttime\twhich\tthey\twant\tto\tcontinue.\t(2:57) \t 68\tDrawing\tfrom\tNeelands\t(2008,\t2009),\tthe\tartistic\tcontribution\thas\ta\tunique\tquality\tof\tan\tunfinishedness\tprocess,\twhich\tis\tdemocratic\tand\tcarries\ta\ttransformative\tpossibility.\tI\tfound\tI\tneeded\tto\tunpack\tthe\tintersection\tof\tthe\tfollowing\tseminal\tworks\u00E2\u0080\u0094Bakhtin\u00E2\u0080\u0099s\t(1982)\tnotion\tof\tlanguage\tas\tan\tinherently\tunfinalizable\tdialogic\tprocess,\twhich\tis\talways\tincomplete\tand\tin\tthe\tstage\tof\tbecoming;\tBiesta\u00E2\u0080\u0099s\t(2006)\tnotion\tof\tthe\tlocation\tof\tteaching,\tthat\tis,\tthe\tgap\tin\twhich\tthe\ttension\tbetween\tbuilding\tand\tundoing\texists;\tBohm\u00E2\u0080\u0099s\t(1986)\tclaim\tthat\tthere\tis\ta\tneed\tof\topen\tspace\tin\twhich\tfeelings\tand\tthoughts\tare\tobserved\tfor\tdialogue\tto\thappen;\tArendt\u00E2\u0080\u0099s\t(1954)\tnotion\tof\tdialogue,\twhich\toffers\ta\tcomplex\texperience\tof\tthe\thuman\tcondition,\twhile\tthe\tneed\tof\tpublic\tspace\tfor\thuman\tto\tencounter\tone\tanother\tand\texperience\tplurality;\tand\tBuber\u00E2\u0080\u0099s\t(1996)\tconcern\twith\tpeople\tyearning\tfor\trelation\u00E2\u0080\u0094offers\tthe\tcomplexity\tand\trichness\tthat\tdialogue\tmight\toffer\tto\tthose\twho\twould\tchoose\tto\tstay\tin\tthe\ttension,\twhich\tBiesta\t(2015b)\trefers\tto\tas\tstaying\tengaged\tin\tthe\tworld\twithout\tdestroying\tnor\twithdrawing\tfrom\tthe\tworld.\t\tArtistic\tSocially\tEngaged\tCollaboration\tThe\tattempt\tto\tdefine\twhat\tartistic\tcollaboration\tmeans\tin\tthe\tcontext\tof\tthis\tstudy\tis\tfar\tfrom\ta\tsimple\tendeavour.\tHowever,\tthe\tconcept\tof\tan\tongoing\tprocess\tof\tknowledge\tmaking\tand\trisk\ttaking\tappears\tto\tbe\tan\tessential\tcomponent\tin\tartistic\tcollaboration\tin\twhich\tcommunity\tbuilding\tand\tart\tmaking\ttogether\tinvite\tparticipants\tto\tpush\ttheir\town\tlevels\tof\tcomfort\t(Moonney,\t2013).\tThe\tartistic\tcomponent\tcould\talso\tbe\tnamed\tsocial\tpractice,\twhile\tit\toffers\tspace\tfor\tsocially\tengaged\tparticipants.\tThe\tuse\tof\tthe\tterm\tartistic\tprocess\tin\tthis\tstudy\tis\tused\tin\tsemantic,\tdialogic,\tand\tembodied\tways.\tAdams\tand\tOwen\t(2016)\telaborate\tby\tsaying:\tCritical\tcreativity\tis\tin\tmany\tways\tsimilar\tto\tGielen\u00E2\u0080\u0099s\t(2013)\tconcept\tof\t\u00E2\u0080\u0098vertical\tcreation\u00E2\u0080\u0099,\tin\twhich\the\tarticulates\tthe\tidea\tof\tcreativity\t\u00E2\u0080\u00A6\tcriticism\tin\tthe\tform\tof\tartistic\tand\tsocial\tcritique\tis\tperhaps\tthe\tsingle\tmost\timportant\tfeature\tof\tthe\tconcept,\tbecause\tit\tenables\tcreative\tacts\tand\tevents\tto\tbe\tfully\tengaged\twith\tthe\tsociety\tand\tculture\twithin\twhich\tthey\tare\tformed,\ta\tdialectic\tin\twhich\tnew\tpolitical,\tsocial\tand\tartistic\tideas\tmay\temerge.\tWithout\tthis\tfundamental\tcomponent\tcreativity\tcan\tonly\tever\tbe\ta\tpastiche\tof\titself,\tanodyne\tand\tdecorative\tand\tdevoid\tof\tpolitical\tpotency.\t\t 69\tCreativity\twithout\tits\tedge\tis\tlittle\tmore\tthan\ta\tdecorative\tsocial\tactivity\tthat\tcan\tbe\tcolonised\tand\tutilised\tfor\tany\tpolitical\tor\tideological\tends.\t\tThe\tidea\tin\tthis\tstudy\tis\tto\tinvite\tcritical\tcreativity\tas\ta\tplatform\tfor\tthe\tjuxtaposition\tof\tdemocracy,\tdialectic\tengagement,\tand\tcollaborative\tcooking\tas\tan\tartistic\tsocial\tengagement\tin\tdemocratic\teducation.\tThe\tterm\tcritical\tcreativity\toffers\tan\textra\tlayer,\toffered\tbeyond\tthe\tartistic\tprocess.\tThis\tinvitation\tto\texperience\tcritical\tcreativity\tin\ta\tsocially\tengaged\tsetting\tmade\tthe\tdifference\tbetween\tthe\tregular\tgatherings\tamong\tWindsor\tHouse\tstaff\tand\tthose\tthat\toccurred\tduring\tthis\tstudy.\tThe\tdifference\twas\tmanifested\tin\tnew\tmetaphors\tand\trethinking\tfamiliar\tunderstandings\tregarding\tdialogue\twithin\tdemocratic\tschool\tand\tdemocratic\teducation\tat\tlarge.\t In\tthis\tstudy,\tI\tdrew\tinspiration\tfrom\tthe\twork\tof\tthe\tartist\tRirkrit\tTiravanija\t(as\tcited\tin\tStudio\tBandana\tTV,\t2011),\twho\tsees\tartistic\tprocesses\tas\tan\topportunity\tto\tinteract\tand\tcollaborate,\ta\tchance\tfor\tother\tthings\tto\thappen\toutside\tof\tthe\tself,\tand\ta\tway\tto\tdeal\twith\tdifferences.\tIn\tclaiming\tthese\tthings,\tTiravanija\toffers\ta\tdifferent\tway\tof\tlooking\tat\tartistic\tprocesses,\tone\tin\twhich\tart\tis\tviewed\tnot\tonly\tas\ta\tprocess\tthat\tholds\tan\taesthetic\tvalue\tin\ta\tphysical\tobject\tor\tevent,\tbut\talso\tas\ta\tway\tto\toffer\ta\tmultisensory\texperience,\tthat\tmay\tinvolve\ttaste,\ttouch,\tsmell,\tsight,\tand\tsound.\tThis\tprocess\tmay\tlead\tto\tnew\tinsights.\tConnecting\tTiravanija\u00E2\u0080\u0099s\tperspective\tto\twhat\tI\tdiscussed\tearlier\tin\tthis\tchapter,\tregarding\tthe\tfive\tthinkers\u00E2\u0080\u0099\tunderstandings\tof\tencountering\tthe\tother\tthrough\tdialogue,\tmakes\tit\tclear\tthat\tthe\tartistic\tcomponent\tin\tdialogue\tis\tnot\toptional\tbut\tnecessary\tin\tterms\tof\tembodiment.\t\tTiravanija\t(as\tcited\tin\tQAGOMA,\t2010)\talso\tbrings\tthe\tcommunal\taspect\tin\tart-making\tin\trelation\tto\tfood\tmaking\tand\teating\ttogether.\tHe\tcooks\tfood\tfor\tpeople\twho\tcome\tto\tthe\tart\tgallery.\tBy\tdoing\tso\the\ttransforms\tthem\tfrom\tviewers\tinto\tparticipants.\tTiravanija\tadds\tthat\tin\torder\tto\tbring\tlife\tto\tthe\tobject\tyou\tneed\tto\tuse\tit,\twhich\tis\twhy\the\tuses\tcooking\tas\ta\tplatform\tto\tbring\tpeople\ttogether\tand\tfind\tmeaning\tthrough\tusage\tand\tprocess.\tI\tlocated\tthis\tstudy\tin\this\tterms,\tin\torder\tto\tbring\tlife\tto\tthe\ttheory\tand\tphilosophy\tof\tdemocratic\teducation;\tas\tsuch,\tthe\tWindsor\tHouse\tstaff\tand\tI\tcame\ttogether\tto\tcook,\teat,\tand\tconverse\twhile\tfinding\tand\tcreating\tmeaning\tthrough\tprocess.\tI\tfound\tit\tinspiring\tto\t\t 70\tlocate\tmore\tartistic\tsocially\tengaged\tcollaborations\tlike\tTiravanija,\tsuch\tas\tthe\tsemi-improvised\tcomic\tcelebration\tby\tNew\tZealand's\tIndian\tInk\tTheatre\tCompany\tcalled\tMrs.\tKrishna\u00E2\u0080\u0099s\tParty\t(The\tCultch,\tn.d.).\tThis\ttheatrical\tevent\tincluded\ta\tstoryline,\tthe\taudience\u00E2\u0080\u0099s\tparticipation,\tdancing,\tmusic,\tand\tlaughter.\tFor\tthe\tfeast,\tthe\tmain\tactor\tcooks\tdaal\tfor\teveryone\twith\tsome\thelp\tfrom\taudience,\twho\thelped\twith\tadding\tcans\tof\tfood\tand\tstirring\tthe\tingredients\t(Wasserman,\t2019).\tThe\tcooking\tadded\ta\trich\tsensational\tfeel,\tspiced\tup\twith\tturmeric,\tcumin,\tand\tgaram\tmasala.\t\tAlthough\tit\tis\tcommon\tto\tthink\tof\tart\tin\tterms\tof\tthe\tprimary\tforms\tof\tfine\tart,\tsuch\tas\tpoetry,\tdance,\tmusic,\tprose,\tpainting,\tarchitecture,\tand\tsculpture,\tin\tthis\tstudy,\tart\tis\tabout\tthe\tarticulation\tof\tunderstanding\tand\tmeaning\tin\ta\tsemantic\tspace.\tThe\tart\tof\tcreating\tmeaning\tin\tcollaboration\twhile\tcreating\tfood\ttogether\tincludes\tall\tsenses.\tAs\tBinkley\t(1977)\telaborates,\t\tOne\tdoes\tnot\tnecessarily\thave\tto\tthink\tof\tart\tin\tterms\tof\taesthetic\tvalue\t\u00E2\u0080\u0093whilst\ta\tlot\tof\t\u00E2\u0080\u0098art\thas\tchosen\tto\tarticulate\tin\tthe\tmedium\tof\tan\taesthetic\tspace\u00E2\u0080\u0099,\tthere\tis\t\u00E2\u0080\u0098no\ta\tpriori\treason\twhy\tart\tmust\tconfine\titself\tto\tthe\tcreation\tof\taesthetic\tobjects.\tIt\tmight\topt\tfor\tarticulation\tin\ta\tsemantic\tspace\tinstead\tof\tan\taesthetic\tone\tso\tthat\tartistic\tmeaning\tis\tnot\tembodied\tin\ta\tphysical\tobject\tor\tevent.\t(p.\t273)\tBinkley\u00E2\u0080\u0099s\tnotion\tof\tart\tand\tartistic\tmeaning\tthus\tpresents\tthe\tcomplexity\tof\tsuch\tspace\tand\tinvite\tcreation\tof\tnew\tmeaning.\t\tIn\tseeking\tto\tconvey\tartistic\tcollaboration,\tquestions\tregarding\tconsensus\tand\ttogetherness\tarise.\tMany\ttend\tto\tromanticize\tcollaborative\tprocesses\tin\tthe\tname\tof\ttogetherness.\tCollaboration\tmay\tcreate\ta\tshared\texperience\tin\twhich\tthe\tprocess\tof\texchanging\tideas\tinforms\tthose\tinvolved.\tHowever,\twhile\tcoming\tto\texplore\tartistic\tcollaboration,\tradical\tand\tdifficult\tquestions\tcome\tinto\tplay.\tEthical\tquestions\tof\ttrust,\tego,\trelationship,\tlanguage,\tcommunity,\tand\tcommunication\tmay\tinfluence\tthe\tcollaboration\tprocess.\tAs\tRishma\tDunlop\t(2002)\tsuggests:\tOur\twriting\ttogether\ttook\tus\tto\ta\tlocation\twhere\tthe\tpossibility\tof\tthe\tethical\tmoment\twas\tcontained\tin\tthe\texchanges\tand\tdialogues\tbetween\tus\tas\tindividuals.\tThis\tethical\t\t 71\tmoment\tthen\textends\tits\tpossibility\toutwards\tto\tpublic\tand\tcollective\trealms.\tIt\tmay\tnot\thave\toccurred\twith\tconsensus\tat\tall\ttimes,\thowever,\tno\tcommunity\tworth\tbuilding\tis\tdevoid\tof\tstruggle\tor\tdifficult\tknowing.\tThe\tchallenge\tof\tcollaboration\tasked\tus\tto\tacknowledge\twe\twere\tnot\texperts\tat\tthis.\tAs\tNicola\tDoughty\twrote:\t\u00E2\u0080\u009CThere\tis\tnot\tan\texpert\tamong\tus\tin\tthis\tprocess\tof\tcollaboration.\tJust\topen\thands,\topen\thearts\t\u00E2\u0080\u00A6\tstumbling.\tTogether.\u00E2\u0080\u009D\tWe\twere\tlaying\tnew\tground.\tTerra\tnuova.\tFeeling\tour\tway,\tfalteringly,\tdisrupting\tacademic\tground.\t(July\t11,\t2002\tsection,\tpara.\t6)\tDunlop\t(2002)\tprovides\thighly\tinsightful\taccounts\tof\twhat\tis\timportant\tin\tthe\tcontext\tof\tartistic\tcollaboration.\tOne\tincludes\tthe\texchanges\tand\tdialogues\tthat\tcarry\tthe\tethical\tmoment\tof\tmoving\tfrom\tthe\tindividual\tto\tthe\tcollective\tand\tpublic.\tAn\tethical\tmoment\tcan\tbe\tdefined\tas\tencountering\totherness\twhile\tconsidering\tpossibilities\twithin\ta\ttrusting\trelationship\tin\twhich\twhat\tis\tethical\tfor\tone\tcomes\tinto\tquestion.\tIn\tthis\tethical\tmoment,\tparticipants\tallow\tothers\tto\tbe\tpart\tof\ttheir\tcreation\tand,\teven\tfurther,\tallow\tothers\tto\tinfluence\tit\tand\tthemselves,\tknowing\tthat\tit\tmay\tbe\tchanged.\tA\tsecond\tidea\tDunlop\thighlighted\tis\tthe\tdifficult\tknowing,\tin\twhich\tcollaborators\tdo\tnot\tagree\tand\tchallenge\teach\tother\ttowards\tnew\tbeginnings.\tDunlop\tencourages\tpeople\tto\tinvite\tchallenges\tand\tlet\tgo\tof\ta\tconsensus\tmindset.\tA\tthird\tis\tthe\tnotion\tof\texperts,\tin\twhich\tparticipants\tin\tartistic\tcollaboration\tare\tasked\tto\tcome\twith\topen\thands\tand\thearts,\tas\tno\tone\tis\tan\texpert.\tThose\tthree\tmain\tconcepts\tfrom\tDunlop\tconnect\tto\tBiesta\u00E2\u0080\u0099s\t(2015c)\tcall\tto\ttreat\tstudents\tas\tpeople\twho\tdeserve\tto\tbe\tchallenged.\tBiesta\t(2015c)\tsuggests\tschools\tshould\tstop\ttreating\tstudents\tas\tconsumers\twho\tcome\tto\tthe\t\u00E2\u0080\u0098school\tshop,\u00E2\u0080\u0099\tand\tinstead\toffer\tthem\tencounters\twith\tdifficult\tknowing,\tas\tDunlop\tsuggests,\tthat\tis\tbeyond\ttheir\tcomfort\tzone\t(Biesta,\t2015c).\tBiesta\t(2015)\telaborates:\tIs\tit\tindeed\ta\tgood\tidea\tto\ttreat\tstudents\tas\tcustomers\tand\tgive\tthem\twhat\tthey\twant?\tDoes\tthis\tgive\tthem\ta\tmuch\tneeded\t\u00E2\u0080\u0098voice\u00E2\u0080\u0099\tin\tthe\teducational\tprocess\tand\tdoes\tit\ttherefore\tenhance\tthe\toverall\tquality\tof\tthe\teducational\tendeavour?\u00E2\u0080\u00A6\tWe\tgo\tto\tschool,\tnot\tto\tget\twhat\twe\talready\tknow\tthat\twe\twant,\tbut\tbecause\twe\twant\tto\treceive\tan\teducation.\tHere,\twe\twould\texpect\tteachers\tnot\tjust\tto\tgive\tstudents\twhat\tthey\tknow\tthey\twant\tor\tsay\tthey\twant\tor\tare\table\tto\tidentify\tas\twhat\tthey\twant,\tbut\tto\tmove\tthem\tbeyond\twhat\tthey\talready\tknow\tthat\tthey\twant.\tWe\twant\tteachers\tto\topen\tup\tnew\t\t 72\tvistas,\tnew\topportunities,\tand\thelp\tchildren\tand\tyoung\tpeople\tto\tinterrogate\twhether\twhat\tthey\tsay\tthey\twant\tor\tdesire\tis\tactually\twhat\tthey\tshould\tdesire.\tTo\tturn\tthe\tstudent\tinto\ta\tcustomer,\tand\tjust\twork\ton\tthe\tassumption\tthat\teducation\tshould\tdo\twhat\tthe\tcustomer\twants\tis\ttherefore\ta\tdistortion\tof\twhat\teducation\tis\tabout,\ta\tdistortion\tthat\tsignificantly\tundermines\tthe\tability\tof\tteachers\tto\tbe\tteachers\tand\tof\tschools,\tcolleges\tand\tuniversities\tto\tbe\teducational\tinstitutions\trather\tthan\tshops.\t(p.\t82)\tBiesta\t(2015c)\toffers\ta\tnew\tway\tto\tperceive\tcollaboration\u00E2\u0080\u0094as\tdialogue\u00E2\u0080\u0094with\tthe\twillingness\tto\tbegin\tagain.\tHe\trefers\tto\teducators\u00E2\u0080\u0099\tdesire\tfor\tsatisfaction\twith\tstudents\tas\tthe\tcause\tof\tavoiding\tdifficult\tquestions\tas\tpart\tof\tlife-long\tchallenge\tof\tthose\twho\tare\tdifferent\tfrom\tus\t(Biesta,\t2015c).\tThus,\tartistic\tcollaboration,\tin\twhich\tteachers\tare\twilling\tto\tinterrogate\tand\tquestion\ttheir\tstudents\tin\tthe\tname\tof\texploring\tnew\topportunities,\tmay\tsometimes\tlead\tto\tencountering\tdifficult\tknowing.\tIn\taddition,\twhile\tBiesta\t(2015c)\tperceives\tcollaboration\tas\tdialogue,\the\tinvites\tteachers\tto\tquestion\tthe\tnotion\tof\texperts,\tin\twhich\tparticipants\tin\tthe\tdialogue\tare\tasked\tto\tarrive\twith\topen\thands\tand\thearts.\tArtistic\tcollaboration\trequires\tunderstanding,\tresponsibility,\tand\ta\twillingness\tto\tbe\tpart\tof\ta\tbrave\tprocess\tin\twhich\tideas\tget\treshaped,\tchanged,\tand\tchallenged.\tAt\tthe\ttime\tof\tthe\tcollaboration,\tit\tis\timportant\tto\tbe\treminded\tthat\tthe\tpolitics\tthat\tresults\tfrom\tso-called\tcollaboration\tmay\talso\tpush\tpeople\tapart.\tHowever,\trecognizing\tthe\tcourage\tand\tthe\trisk\tof\tincluding\tthose\tin\tartistic\tcollaboration\tmay\tprovide\tan\tauthentic\trelational\timagination\tand\tcollaboration.\tThis\tradical\topportunity\tto\timagine\ttogether\toffers\tadditional\taspects\tto\tdialogue.\tDunlop\u00E2\u0080\u0099s\t(2002)\tobservation\tsuggests\tnew\tways\tfor\tpeople\tto\treimagine\tthe\tcourage\tinvolved\tin\ttruly\tartistic\tcollaborative\tpractice:\tOur\tconversations,\tour\tcollaborations,\tour\twriting,\tand\tour\ttheorizing\ttogether\tprovide\tus\twith\tradical\trevision\tof\tcommunity,\tacademic\tor\totherwise.\tOur\tcollaborations\topen\tus\tup\tto\ta\tfeminist\timagination\tthat\tmoves\tus\tbeyond\tthe\t\u00E2\u0080\u009Cism.\u00E2\u0080\u009D\tThis\tis\tan\timagination\tthat\texplores\tthe\tnature\tand\tvalue\tof\tour\trelationships\tto\teach\tother,\t[and]\tof\ttaking\trisks.\tThis\timagination\tdemands\tcourage.\t(Invocation\tsection,\tpara.\t1)\t\t 73\tThis\tradical\topportunity\tto\timagine\ttogether\tinvites\tcoexistences\tin\trelationship\tin\twhich\tpeople\u00E2\u0080\u0099s\tcreative\tcollaboration\tis\tbeyond\tthe\ttangible\tand\taesthetic\tcreation\tand\tdialogue\tis\tin\tits\texistential\tform.\tThis\tdesire\tto\timagine\ttogether,\tbeyond\tthe\tindividual,\tbrought\tme\tto\twrite\tand\timagine\tthe\tfollowing\tpoem.\t\tWhat\tcan\tbe\twritten\twhen\tthe\tworld\tis\tunder\tfire?\tAnything\tthat\tcan\tbe\tdone\tshould\tbe.\tWhat\tcan\tbe\tdone\twhen\tthe\tworld\tis\tfacing\tseparation?\tAnything\tthat\twould\tkeep\tus,\ton\tthe\tground,\tunited.\tWhat\tcan\tbe\tdone\twhen\tpeople\tare\tcategorized\tdifferently?\tAnything\tthat\twould\tshow\tus\tour\tsimilarities.\tWhat\tcan\tbe\tdone\tthat\twould\tchange\tanything?\tAnything\tthat\twould\tshow\tus\tthe\tbeauty\tin\tour\tdifferences.\tWhat\tcan\tbe\tdone\tto\tcreate\tthe\tswitch?\tThe\tflip?\tAnything\tthat\twould\tencourage\tus\tto\timagine\tfreely.\tAlthough\tartistic\tcollaboration\tcould\tbe\tperceived\tas\tdialogue,\tit\tis\timportant\tto\trecognize\tthe\tadditional\tcomponents\tartistic\tcollaboration\toffers\tto\tdialogue:\tembodiment\tand\taesthetics\tprovide\ta\tfoundation\tfor\ta\tcreative\tprocess\tthat\trequires\tmutual\trespect,\tyet\tmay\tcreate\tconflicts\tamong\tindividuals\tduring\ta\tmutual\tcreation.\tThe\tnotion\tof\tartistic\tcollaboration\tin\tthis\tstudy\tconcentrated\ton\tcooking\ttogether\tas\ta/r/tographic\tmoments.\tAs\tBickel\tet\tal.\t(2011)\tstates,\t\u00E2\u0080\u009CA/r/tography\tis\toffered\tas\ta\tunique\tform\tof\tradical\tcollaboration\tapplicable\tto\tmany\tfields\tof\tinquiry\tin\tthe\tacademy,\tart\tworld,\tand\tcommunity.\tTheoretically,\tit\trequires\ta\trelational\tpractice\tthat\tco-revises\titself\tin/with\tcommunity\texperiences\u00E2\u0080\u009D\t(p.\t88).\tWith\tthat\tbeing\tsaid,\tartistic\tcollaboration\toffers\ta\tdemocratic\tmethodology\tof\tco-creating,\tencouraging\ta\tspace\tfor\ttransformative\tand\tcreative\tinteraction\twith\tthe\tpotential\tto\tbuild\tcommunity\t(Stewart,\t1993).\tThus,\taesthetics\tin\tartistic\tcollaboration\tis\tbeyond\tart\tper\tse.\tAs\tJohnson\t(2008)\tsuggests,\tart\tcould\tbe\ta\tmeaning-making\texperience:\tDewey\targued\tthat\tart\tis\tan\texemplary\tform\tof\thuman\tmeaning-making.\u00E2\u0080\u00A6\tWe\tneed\ta\tDewey\tfor\tthe\ttwenty-first\tcentury.\tThat\tis,\twe\tneed\ta\tphilosophy\tthat\tsees\taesthetics\t\t 74\tas\tnot\tjust\tabout\tart,\tbeauty,\tand\ttaste,\tbut\trather\tas\tabout\thow\thuman\tbeings\texperience\tand\tmake\tmeaning.\t(p.\t212)\tThus,\tmeaning\tmaking\tthrough\tan\tartistic\tsocially\tengaged\tcollaboration\tmay\tinvite\tdemocratic\tprocess\tand\tdialogical\tspace,\twhereas\ta\tproduct-oriented\tattitude\tand\tconflict\tthat\tserve\tthe\tego\twould\tbe\tpushed\ta\tside.\tArtistic\tsocially\tengaged\tcollaboration\tadds\tstimulating\taesthetic\tsense\tthrough\tthat\twhich\tis\tembodied\tand\tfelt.\tThis\tpractice\tencourages\trelational\tcreativity\tthat\tis\tnot\tan\taesthetic\tvalue\tdriven.\tAs\tAdams\tand\tOwens\t(2016)\tclaims:\tOne\tof\tthe\tcharacteristics\tof\trelational\tcreativity\tis\tthat\tit\tendlessly\tdefers\taesthetic\tvalue\tand\tgives\tshort\tshift\tto\tconnoisseurship\tand\tthe\thierarchies\tof\ttaste.\u00E2\u0080\u00A6\tAesthetics\tand\tformalism\tcontinue\tto\tplay\tan\timportant\trole\tin\tcreative\tpractices\tbut\tto\tbe\trelational\tthe\tpractice\tmust\tprovide\ta\tvehicle\tfor\tsocial\tencounters,\treal\tor\timagined.\tThe\trelational\tartistic\tencounter,\twith\ta\treconceptualization\tof\taesthetic\tvalue.\t(p.\t23)\t\tThese\tcarry\trelational\taspects,\tin\tthat\teach\tcreator\tinquires\talongside\tand\twith\tother\tcollaborators\tand\tinvites\tthe\tinterconnected\tto\tlife\t(Bickel\tet\tal.,\t2011).\tThus,\talthough\tan\tirreplaceable\tcomponent\tin\tartistic\tcollaboration,\tdialogue\tis\tnot\tnecessarily\tpresent\tat\tthe\tbeginning\tof\tthe\tcollaboration;\trather,\tit\tis\tpart\tof\tthe\tprocess\tof\tliving\tinquiry.\tIn\tother\twords,\tartistic\tcollaboration\thas\tthe\tpotential\tto\tbe\ta\tcreative\tprocess\tin\twhich\teach\tparticipant\tcreates\ther\tor\this\town\tpiece\twithin\tthe\twhole.\tCollaboration\tmay\tbring\tall\tthose\tinvolved\ttogether\tto\tachieve\tan\tultimate\tcollective\tcreation.\tThe\tdialogical\tcomponent\tcould\tgrow\tfrom\tthe\tprocess\tof\tcreating\talongside\tto\teach\tother.\tAs\tBiesta\t(2012a)\tstates,\t\u00E2\u0080\u009CThere\tare\tno\tquick\tfixes\tin\tachieving\ta\tdialogical\trelationship\tbetween\tself\tand\tworld\u00E2\u0080\u009D\t(p.\t100).\tHe\tcontinued\tby\targuing\tfor\tthe\timportance\tof\tartistically\tworking\twith\t\u00E2\u0080\u009Cresistant\tmaterials\u00E2\u0080\u009D\t(Biesta,\t2012a,\tp.\t98)\tsuch\tas\tstone,\twood,\tand\tmetal\tfor\tthe\treason\tof\texperiencing\tthe\tprocess\tof\tbeing\twith-in\tdialogue.\tBiesta\t(2012a)\tclarifies,\tIf\tone\tmanages\tto\twork\twith\tsuch\tmaterials\tin\ta\tsuccessful\tway,\tone\twill\texperience\twhat\tit\tmeans\tto\testablish\ta\tdialogical\trelationship\tbetween\toneself\tand\twhat\tis\tother\t\u00E2\u0080\u0094a\tprocess\tin\twhich\tone\twill\tnot\tonly\tfind\tout\tmany\tthings\tabout\tthe\tmaterials\tone\tis\tworking\twith,\tbut\talso\tabout\tone's\town\tability\tto\testablish\tand\tmaintain\ta\tdialogue,\tto\t\t 75\twork\tthrough\tthe\tfrustration,\tto\twork\twith\tthe\tmaterial\trather\tthan\tagainst\tit,\tand\tso\ton.\tWhile\tworking\twith\tresistant\tmaterials\tis\tone\tway\tin\twhich\tthe\teducation\tof\tthe\twill\tcan\tbe\tgiven\tform,\tmuch\tcan\talso\tbe\tgained\tfrom\tworking\twith\tthe\texperience\tof\tsocial\tresistance,\tthat\tis,\tfrom\tencountering\tand\tengaging\twith\tthe\tresistance\tposed\tby\tother\thuman\tbeings.\t(p.\t98)\tIn\tthe\tcontext\tof\tthis\tstudy,\tconsidering\tBiesta\u00E2\u0080\u0099s\t(2012a)\tnotion\tof\texperiencing\tresistance\twhile\tworking\twith\tmaterials\tor\texperiencing\tsocial\tresistance,\tthe\tcommunal\tcooking\texperiences\tchallenged\teach\tof\tthe\tparticipants.\tAs\tthe\tConflict\tKitchen\t(n.d.)\tproject\tstates:\t[We\tuse]\tthe\tsocial\trelations\tof\tfood\tand\teconomic\texchange\tto\tengage\tthe\tgeneral\tpublic\tin\tdiscussions\tabout\tcountries,\tcultures,\tand\tpeople\tthat\tthey\tmight\tknow\tlittle\tabout\toutside\tof\tthe\tpolarizing\trhetoric\tof\tgovernmental\tpolitics\tand\tthe\tnarrow\tlens\tof\tmedia\theadlines.\t(para.\t3)\tFood\tcarries\tstories,\trelations,\tresistance,\tand\tcultures.\tWhile\tworking\twith\tfood\tand\tothers,\tparticipants\tcreate\tmeaning\ttogether\tand\tapart,\twhich\tallow\tthem\tto\tremain\twithin\tthe\ttension\tamong\tappreciating,\tdestroying\tand\twithdrawing\ttheir\tcreations,\tthat\tis,\tfood,\tcollaboration,\tand\tcommunication\t(Biesta,\t2015b).\tIt\tis\timportant\tto\tbe\treminded\tof\tthis\ttension\twhile\tcooking\tand\tbaking\tbecause,\twhen\tworking\twith\tsuch\tresistant\tmaterials,\tthere\tis\ta\tfeel\tin\tcooking\tfor\tmaintaining\ta\tdialogue\tand\tworking\twith\tothers\trather\tthan\tagainst\tothers.\tFurthermore,\tthe\thuman\taspects\tof\tartistic\tcollaboration\tthrough\tcooking\tand\tbaking\tbring\tthe\trelationship\tinto\ta\tdialogic\tspace\tin\twhich\tfreedom\tresides.\tAs\tSwanson\t(2008)\telaborates:\tIt\tis\tin\tthe\tcollective\u00E2\u0080\u0094not\tthe\tself\u00E2\u0080\u0094that\tthe\tpossibility\tof\tfreedom\tresides.\tLikewise,\tit\tis\tin\tthe\tfreedom\tof\tthe\trelationship\tto\tthe\tother\tthat\tfreedom\tof\tthe\tself\tcomes\tin\tto\tbeing.\tIt\tis\tin\tthe\tfreedom\tof\tmoral\tchoice\tthat\tdefines\thow\twe\tengage\twith\tthe\tother\tthat\tinner\tfreedom\tbecomes\tpossible.\t(pp.\t181\u00E2\u0080\u0093182)\tThe\tcollective\tallows\tthe\tinner\tfreedom\tto\tbecome\tpossible.\tWithin\tthis\tpossibility\tis\tthe\tcollective\tartistic\tprocess,\twhich\tis\tconcerned\twith\trisk-taking\tand\tthe\tdifficulties\tinherent\t\t 76\tin\tsuch\tresponsibility\t(Dunlop,\t2002).\tThus,\tthe\tquestion\tbecomes,\twhat\tdoes\tthis\trelationship\tbetween\tfreedom,\tartistic\tcollaboration,\tand\teducation\toffer\tin\tthe\tunderstanding\tof\tthe\timportance\tto\tinvite\tart\tback\tto\teducation?\tThe\timportance\tof\tintegrating\tart\tinto\teducational\tpractices\tmeans\tadding\tinterruptions\tinto\tdemocratic\tpractices\tof\tplurality\tof\tideas,\tbeliefs,\tactions,\tand\tso\tforth.\tAs\tAdams\tand\tOwens\t(2016)\tclaim:\tThe\trelationship\tbetween\tart,\tdemocracy\tand\teducation\tis\tsignificant\tin\tterms\tof\tthe\tway\tthat\tart\tenables\t\u00E2\u0080\u009Cpolitical\tsubjectification\u00E2\u0080\u009D\t\u00E2\u0080\u00A6\twhereby\tart\tis\table\tto\tdisrupt\tnormalizing\tsocietal\troles\tand\tpractices\t\u00E2\u0080\u00A6\tdemocracy\tas\tperpetually\tchallenging,\tcritical\tand\tdisruptive.\tTherefore,\tart\tprovides\ta\tmeans\tto\tenable\tthis\tcritical\tsocial\tengagement\twith\tthe\tdistribution\tof\tpower.\t(p.\t12)\tTaking\tmany\tforms,\tart\tprovides\topportunities\tof\tengagement\tthat\tinterrupt\tand\tinvite\tdifferent\tsenses\tto\tthe\texperience\tof\tpeople\u00E2\u0080\u0099s\tlived\texperience.\tArtistic\tcollaboration\twith\tfood\tand\tcreating\tmeaning\tis\ta\trather\tnew\tyet\told\tphenomenon\tin\teducation.\tHowever,\tthere\tare\tseveral\tprojects\tworldwide\tthat\texplore\tsuch\tintentions\tin\tthe\tcontext\tof\tcritical\tsocial\tengagement,\tactivism,\taesthetic,\tand\thospitality.\tFeast:\tRadical\tHospitality\tin\tContemporary\tArt\t(Smith,\t2013),\tis\tone\texample\tof\ta\tproject\tthat\ttook\tplace\tat\tthe\tUniversity\tof\tChicago\tduring\t2012\tand\tlater\tas\ta\ttravelling\texhibition\tfor\t3\tyears:\tFeast\texplored\tthe\trichly\tvaried\tmeaning\tthat\tcan\tbe\tsparked\twhen\tartists\treinvent\tthe\teveryday\tact\tof\tsharing\tfood\tand\tdrink\twith\tothers.\tThe\texhibition\tand\tthe\tprogramming\tthat\taccompanied\tit\tprovide\trich\tnew\tinsights\twhile\tengaging\taudiences\tin\tcompelling,\toften\topened\tby\tit\t\u00E2\u0080\u00A6\tliving\tthe\tspirit\tof\tradical\thospitality\tbroke\tdown\tbarriers.\t(p.\t8)\tIn\taddition\tto\tall\tits\taspects\tof\tartistic\tcollaboration\tas\tdialogue,\tdisruption\tof\tpower,\tand\tdemocratic\tideas,\tthere\tis\tanother\timportant\taspect\u00E2\u0080\u0094the\taesthetic.\tThe\texperience\tof\tcoming\ttogether\tfor\ta\tfeast,\twhich\tis\tset\tup\tmindfully\tand\taesthetically,\tcreates\ta\tsense\tof\tappreciation\tand\ttogetherness\tbeyond\tthe\tfeast\titself.\tFor\tinstance,\tan\tart\tpiece\tof\tJudy\tChicago\t(2014),\tThe\tDinner\tParty\tfrom\tthe\tlate\t1970s\tis\tan\tartistic\texample\tfor\thow\tthe\t\t 77\tnotion\tof\tdinner\tmay\tbe\ta\tcentral\ttheme\tfor\texamining\twomen\u00E2\u0080\u0099s\tissues,\tcontributions\tand\taspirations.\t\tAs\tSmith\t(2013)\tmentions\tin\tFeast,\tsharing\tmeals\twith\tothers\tis\ta\tbasic\thuman\tinclination\tand\tcontinuing\tsource\tof\taesthetic\tinspiration.\tThe\taesthetic\tinspiration\tin\tFeast\tincluded\tdifferent\tartistic\tcollaborations\tthat\twere\tartful\tdemocratic\tprojects\trun\tby\tartists,\tdismissing\tthe\tconventional\tview\tthat\tthe\tarts\tare\tindividual\tand\tsingular\t(Smith,\t2013).\tAs\tAdams\tand\tOwens\t(2016)\tadd:\tIn\tthis\tcommon\tground\tthe\tarts\tare\tfundamental\tto\tthe\tdemocratic\tand\teducational\tprocess,\tespecially\tgiven\ttheir\tpropensity\tfor\tdisruption\tand\tcritical\tquestioning.\tDemocratic\tsubjectivity\tcan\tbe\tconstructed\tthrough\tcreative\tpractices,\tespecially\tthose\tin\twhich\ta\tcontext\tfor\tcollective\tdemocratic\taction\tis\tcreated.\t(p.\t12)\tFor\tinstance,\tone\tof\tthe\tinitiatives\trepresented\tin\tSmith\u00E2\u0080\u0099s\t(2013)\tbook\tFeast\tis\tthe\tMildred\u00E2\u0080\u0099s\tLane\tproject.\tThis\tinitiative\tis\tan\tongoing,\tcollaborative\tresearch\tproject\tthat\tfocuses\ton\tan\texperimental\tsummer\tcamp\twhere\tsmall\tgroups\tof\tstudents,\tartists,\tcurators,\tand\twriters\tgather.\tThey\tcollectively\tengage\tartistically\twhile\talso\tsharing\tin\tthe\tprocess\tof\tpreparing\tfeasts\ttogether.\tThe\tintention\tof\tMildred\u00E2\u0080\u0099s\tLane\tis\tfor:\tthis\teveryday\twork\tof\tthinking,\ttalking,\tcleaning,\tcooking,\tand\teating\ttogether\tshould\tbe\tgrounded\tin\tan\t\u00E2\u0080\u009Cethics\tof\tcomportment\u00E2\u0080\u009D\tthat\tmight\tallow\tus\tto\t\u00E2\u0080\u009Ccollectively\tcreate\tnew\tmodes\tof\tbeing\tin\tthe\tworld\u00E2\u0080\u009D\tif\tpracticed\twith\tfocus,\tintention,\tcuriosity,\tand\tjoy.\t(Smith,\t2013,\tp.\t238)\tThe\tartistic\tcollaboration\twith\tfood\tmay\tinterrupt\tnormalizing\tgathering\twith\ta\tsense\tof\tplay.\tAs\tpart\tof\tthe\tMildred\u00E2\u0080\u0099s\tLane\tproject,\ta\tparticular\tdinner\twas\tbased\ton\ta\tgame\tthat\twas\tan\tinvention\tof\tone\tof\tthe\tartists\tinvolved\t(Smith,\t2013).\tThe\tgame\twas\tScrabble\tScramble,\twhich\tinvited\tparticipants\tto\trecombine\tthe\tletters\tof\ttheir\tnames\tto\tcreate\ta\tlist\tof\tingredients\tfor\tall\tthe\tdishes\tthey\twould\tprepare\ttogether\tfor\ta\tmeal\t(Smith,\t2013,\tp.\t238).\tIn\tthese\tdinners,\tcollaborators\tshared\troles\tof\tguest\tand\thost\tas\twell\tas\tresponsibilities\tfor\tthe\tsensory,\tintellectual,\taesthetic,\tand\temotional\taspects\tof\tthe\tmeal\u00E2\u0080\u0094\t 78\t\u00E2\u0080\u009Ca\tperfect\tembodiment\tof\tthe\tcollectively\tgenerated\thospitality\tthat\tunderlies\tall\tof\t\u00E2\u0080\u00A6\tactivities\u00E2\u0080\u009D\t(Smith,\t2013,\tp.\t238).\tThe\tinvitation\tto\tbe\tpart\tof\tan\tongoing\tprocess\tof\tcollaborating\twith\tothers\thas\tto\tdo\talso\twith\tthe\troles\tand\tresponsibilities\tparticipants\twere\tdrawn\tinto\tor\tasked\tto\tfulfill\tin\tthe\tartistic\tcollaboration\tprocess,\tespecially\taround\tfood.\tWhen\tthe\tfood\tassists\tus,\tit\toffers\tinvisible\tpersonal\tvisceral\trelationships\tand\tstories\twith\tfood\tthat\teach\tparticipant\tbrings\tinto\tthe\tcreation\tof\tthe\tsocial\tfabric.\tThe\tfood-making\tprocess\tenables\tparticipants\tto\tlocate\tthemselves\tas\thosts,\tguests,\thelpers,\tand\tor\tas\toutsiders\t(Verwoert,\t2013).\tAlthough\tfood-related\tartistic\tcollaboration\thas\toften\tbeen\ttheorized\tfor\tits\tembodied\tlived\texperience\tcontributions\t(Springgay\t&\tZaliwska,\t2017),\tin\tthis\tstudy,\tfood\tassisted\tin\ta\tmore\texistential\tform\tto\thold\tspace\tfor\tbeing\twith\tone\tanother\tin\ta\tnurturing\tway.\tWhile\tbeing\tengaged\tin\tconversations\tat\tWindsor\tHouse\tduring\tthe\tpre-study\tperiod,\tI\trecognized\tthat\tin\tthe\tcommunity\tkitchen\tspace,\tall\telements\tof\tthe\tcommunity\t(students,\tparents,\teducators,\tand\tothers)\tcome\ttogether\tand\texperience\texplorative\tart-making.\tAs\tTiravanija\t(as\tcited\tin\tQAGOMA,\t2010)\texplains,\twhile\tcooking,\tconversing,\teating,\tand\teven\tcleaning\tthe\tkitchen\tafterwards,\tcommunity\tmembers\thave\tthe\topportunity\tto\tinteract\tand\tcollaborate.\tCooking\ttogether\toffers\tthe\tchance\tfor\tother\tthings\tto\thappen\tbeyond\teducation\tand\toutside\tof\tthe\tself,\tenabling\tparticipants\tto\texperience\tplurality\t(i.e.,\ta\tway\tto\tdeal\twith\tdifferences).\tThus,\tI\trealized\tthat\tthe\tcommunity\tkitchen\tis\ta\tsituated\tspace\tfor\tWindsor\tHouse\tparticipants\tto\tcreate\tmeaning\tas\ta\tgroup\tthrough\tartistic\tcollaboration.\tBeing\tin\tthe\tkitchen\tat\tWindsor\tHouse\tfelt,\tas\tRita\tIrwin\t(2004)\tstates\tin\trelation\tto\tthe\tlife\tof\tartist/researcher/teacher,\tlike\t\u00E2\u0080\u009Cexistence\tthat\tintegrates\tknowing,\tdoing,\tand\tmaking\t\u00E2\u0080\u00A6\tflow\tbetween\tintellect,\tfeeling,\tand\tpractice\u00E2\u0080\u009D\t(p.\t29).\t\tIn\tthis\tchapter\tI\thave\tprovided\ta\tbrief\tcontext\tfor\tdemocratic\teducation,\tunderstanding\tdialogue,\tand\tartistic\tcollaboration.\tThe\thistory\tof\tdemocratic\teducation\tmaintains\thope\tfor\tfreedom\tof\tchoice\tin\tschool\tactivities\twithin\ta\tdemocratic\tframework.\tThe\tpremise\tis\tthat\tindividuals\tin\tdemocratic\teducation\tfeel\tsupported\tand\tappreciated\tin\tthe\tquest\tfor\tcreating\ttheir\town\tidentities\twhile\tappreciating\ttheir\tuniqueness.\t\t\t 79\tThe\tencountering\tof\texperience\tled\tto\tthe\tsecond\tsection\tin\tthis\tchapter\tfocussed\ton\tunderstanding\tdialogue.\tI\taccomplished\tthis\tthrough\ta\treview\tof\tseveral\twriters\twho\trepresent\ta\tbroad\tas\twell\tas\tsolid\tunderstanding\tof\tdialogue.\tAlthough\tmany\toften\tpresent\tdialogue\tas\ta\tfinished\tprocess,\tone\tin\twhich\tpeople\treach\tan\tagreement,\tthese\tfive\tphilosophers\tand\tthinkers\temphasize\tthe\timportance\tof\tthe\tunfinishedness,\tthat\tis,\topen-ended,\tin\tdialogic\tprocess\tas\twell\tas\tthe\tnotion\tof\tencountering\tpeople\tother\tthan\tourselves\t(i.e.,\tplurality).\tThese\taspects\tare\tessential\tin\tdemocratic\tliving\tand\tbring\tus\tas\thumans\tto\tquestion\tour\twillingness\tto\tbegin\tagain,\tto\tinvite\topenness,\tand\teven\tto\tconsider\tcollaboration.\tThus,\tthe\tkey\tideas\tI\thave\ttaken\tfrom\tthese\tphilosophers\tand\tthinkers\tabout\tdialogue\tare\ttheir\tunderstandings\tof\tencountering\tthe\tother\tthrough\tdialogue\twith\tcurious\tmind\tand\theart;\ttheir\tunderstandings\tof\tthe\timportance\tin\tfinding\tor\tcreating\tcommon\tground,\twhile\tbeing\taware\tof\tdifferences;\tand\ttheir\tunderstandings\tof\tthe\trole\tand\tpower\tof\tlanguage\tin\tdialogue.\tThese\tkey\tideas\tinformed\tthis\tstudy\tand\tresearch\tquestions\tin\tdirect\tand\tless\tdirect\tways.\tLastly,\tthe\tnotion\tof\tcollaboration\twithin\tthe\texploration\tof\tartistic\tsocially\tengaged\tcollaboration\tbrings\tthis\tchapter\tto\ta\tclose.\tThis\tstudy\toffered\ta\tspace\tfor\tartistic\tsocially\tengaged\tcollaboration,\twhile\tthe\tterm\tartistic\tis\tused\tin\ta\tsemantic,\tdialogic,\tand\tembodied\tmanner,\tthat\tis\tartistic\tnot\tin\tterms\tof\taesthetic\tbut\tin\tterm\tof\texistential\tquality.\tAs\tBiesta\t(2018)\tclaims:\t\tThe\tquality\tthat\tmatters\there\tis\tnot\tthe\taesthetic\tquality\t\u00E2\u0080\u0093\tor\tat\tleast\tnot\tthe\taesthetic\tquality\tper\tse\t\u00E2\u0080\u0093\tbut\twhat\twe\tmight\tterm\tthe\texistential\tquality\tof\twhat\tand\twho\tis\tbeing\texpressed,\ta\tquality\tthat\thas\tto\tdo\twith\thow\tchildren\tand\tyoung\tpeople\tcan\texist\twell,\tindividually\tand\tcollectively,\tin\tthe\tworld\tand\twith\tthe\tworld.\t(p.\t14) The\tartistic\tcollaboration\tincludes\tthe\tethical\tmoments\tof\tencountering\tthe\tother,\tconfronting\tdifficult\tknowledge\tthrough\tthe\tdoing\tand\tunfolding\tof\tdialogue.\tThis\texploration\tleads\tto\tthe\tnext\tchapter,\twhich\tdiscusses\tthe\tmethods\tused\tin\tthis\tcommunity\tbased\tand\ta/r/tographic\tresearch.\t\t\t 80\tChapter\t4:\tTabouleh\tMethodologies\t\t\t\tFigure\t5.\tLiving\tmetaphorically.\tPhoto\tby\tOfira\tRoll.\t\t\u00E2\u0080\u009CArt\tas\tan\tencounter\tis\ta\trelational\tactivity\twhere\twe\tcan\tobserve\tour\town\tpatterns\tof\tbehaviour\tand\tidea\tcreation\tthrough\tour\town\tand\tother\u00E2\u0080\u0099s\tmonitoring\tand\tenquiry.\u00E2\u0080\u009D\t\t(Irwin\t&\tO\u00E2\u0080\u0099Donoghue,\t2012,\tp.\t231)\t\t \t\t 81\tAllowing\texplorations\tof\tour\tembodied\texperiences.\tEmbodied\tconnections\tfrom\twithin\tthat\tcreate\tour\tstoried\tfabric.\tStories\tthat\tcreate\tmeaning\twith\tus\tby\tinviting\tus\tback\tinto\tour\town\tbodies.\tInto\tour\town\tlived\tunderstandings\tof\tour\tstories\u00E2\u0080\u0099\tfabric.\tUnderstandings\tthat\tinvite\tus\tfor\ta\tfeast\tserved\ton\tan\tinspiring\ttablecloth.\tInspiring\tas\tour\tvoices\tand\tstories\tholds\tus\ttogether.\t\tHolds\tus\ttogether\tand\tmake\tus\tfeel\twelcome.\tFeel\tthey\twere\tthere\twaiting\tfor\tus\tto\tjoin\tin\u00E2\u0080\u00A6\tFor\tus\tto\tembody\thospitality\u00E2\u0080\u0094where\thospitality\tinvites\tour\tsenses\tto\tdialogue.\tSenses\tthat\tallow\tour\tfeast\tto\tbe\tcelebrated\u00E2\u0080\u0094feast\tof\tliving\u00E2\u0080\u0094carnival\tof\tbeing.\tWhere\tour\tfears\tare\tdefeated\tby\tlaughter,\tcelebration,\tand\tradical\thospitality.\tI\topen\tthis\tsection\twith\ta\tpoem\tI\twrote\tin\tthe\tprocess\tof\tsense\tmaking\tduring\tthis\tstudy.\tThe\tpoem\tembodies\tthe\tcomplexity\tI\texperienced\tin\tthe\tprocess\tof\twriting\tabout\thybrid\tmethodologies.\tThis\tcomplexity\trequired\tme\tto\taccept\tthat\tthere\twas\tno\tsingle\tway\tto\tperceive\tit\tall.\tAlthough\tthe\theart\tasks\tus\tto\tavoid\tparadigm\tthinking\tand\twishes\tto\texperience\tthe\tdemocratic\tfreedom\tthat\ta/r/tography\toffered\tme\tand\tother\tparticipants,\tI\twas\taware\tthat\tthere\twere\texisting\tparadigms\tin\tplace.\tBeing\twith\tA/r/tographic\tInquiry\tA/r/tography\toffered\tan\tinvitation\tto\tconnect\tmeaning\tand\tissues\tin\ta\tdemocratic\tway.\tAs\tBiesta\t(2011)\texplains:\tI\tfind\tcomplexity\ta\tvery\tinteresting\tset\tof\tideas\tand\tarea\tof\tscholarship\t\u00E2\u0080\u0093\tI\teven\tsee\tit\tas\tan\timportant\tset\tof\tideas\tand\tarea\tof\tscholarship\t\u00E2\u0080\u0093\tbut\tI\tcannot\taccept\tit\tas\ta\tnew\tparadigm,\tas\ta\tnecessary\tframework,\tor\tas\tthe\ttruth\tabout\tthe\tuniverse.\tThis\tis\tnot\ta\tmatter\tof\tepistemology\tbut\ta\tmatter\tof\tpolitics\t\u00E2\u0080\u0093\tor\tperhaps\tI\tshould\tsay\tthat\tthis\tis\tan\texistential\tmatter\t\u00E2\u0080\u0093\tin\tthat\thuman\tdignity\tfor\tme\trequires\tthat\twe\tcan\tlive\tour\tlives\twithout\thaving\tto\tbelieve\tin\tanything\t(which\tdoes\tnot\tmean\tthat\twe\tshould\tnot\tbe\tallowed\tto\thave\tbeliefs).\tComplexity\toffers\toptions\t\u00E2\u0080\u0093\tand\tperhaps\twe\tcould\tsay\tpossibilities\t\u00E2\u0080\u0093\tbut\tI\tam\tnot\tin\tsearch\tof\ta\tnew\tparadigm,\tbecause\tI\tdo\tnot\tthink\tthat\tjust\treplacing\tone\tparadigm\twith\tanother\tis\twhat\twe\tshould\taim\tfor.\tI'd\trather\tsee\t\t 82\tthat\twe\tgive\tup\tparadigm-thinking\taltogether\tand\tengage\twith\tideas\tsuch\tas\tcomplexity\tin\ta\tmuch\tmore\tpragmatic\tway,\tconnected\tto\tconcrete\tproblems\tand\tissues,\trather\tthan\tas\ta\tframework\tor\tparadigm.\t(p.\t119)\tThis\tsection\tbegins\twith\tthe\tstory\tof\tmethodologies\tand\tcontinues\twith\tthe\tmethods\tused\tin\tthe\tstudy.\tI\tdescribe\tthe\tstory\tthrough\tthe\tmetaphor\tof\ttabouleh\tmaking\tand\tthe\troles\tthat\tfood,\tcreating\tmeaning,\tand\tcomplicated\tconversations\tplay\twithin\thospitality\tand\tsocially\tengaged,\tcollaborative,\tartistic\tprocesses.\tIn\tline\twith\tDerrida\u00E2\u0080\u0099s\t(2000)\tapproach\tto\thospitality,\tI\tunderstand\thospitality\tas\tbeing\topen\tto\tstrangers\twho\tarrive\tat\tmy\tdoor\twithout\tnotice.\tThis\trequires\tme\tto\tbe\tcurious\twithout\tconditions.\tIt\tis\texperiencing\tnatural\tgiving,\tas\tMarshal\tRosenberg\t(2012)\trefers\tto\tin\this\tsong\tabout\tnatural\tgiving.\tThis\tunderstanding\tis\tenhanced\tby\tClaudia\tRuitenberg\u00E2\u0080\u0099s\t(2015)\twork\twhen\tshe\tpoints\tout\tthat\thospitality\tin\teducation\tis\tabout\tunlocking\tthe\tworld\tfor\tchildren\twhile\tbeing\topen\tto\ttheir\totherness,\tdespite\tthe\tchallenges.\tThe\tparticipants\tand\tI\tlet\ta/r/tographic\tinquiry\tplay\tits\tpart\tas\ta\tdemocratic\tpractice\tand\tinvited\tconversations\tto\trethink\tpast\texperiences\u00E2\u0080\u0094rethinking\twith\topen\tquestions\ttowards\tfuture\tpossibilities\tfor\timagining\ta\tnew\tpresent.\tAs\tPinar\t(2003)\tsuggests,\t\u00E2\u0080\u009CPresent\tare\tthe\tsounds\tof\tcomplicated\tconversation\tin\twhich\tteachers\tare\tbridges\tbetween\tcurriculum-as-plan\tand\tcurriculum-as-lived,\tbetween\tthe\tstate\tand\tthe\tmultitude,\tbetween\thistory\tand\tculture\u00E2\u0080\u009D\t(p.\t10).\tIn\tbringing\tcomplicated\tconversation\tto\tthis\tstudy,\tI\tencouraged\tparticipants\tto\tengage\twith\tmeaning\tand\tcurriculum\ton\ta\tpractical\tas\twell\tas\tmetaphorical\tlevel.\tThese\tconversations\tcreated\ta\tspace\tto\timagine\ta\tway\tbeyond\twithout\tbeing\tstopped\tby\tthe\tunsolved\tpresent.\tThe\tpractice\tof\tcomplicated\tconversation\temerged\tat\tWindsor\tHouse\twhen\tit\twas\ttruly\tneeded.\tThis\tstudy\ttook\tplace\tduring\tthe\tgreatest\ttransitional\ttime\tin\tWindsor\tHouse\u00E2\u0080\u0099s\thistory.\tStories\tfrom\tthe\tlong-shared\tpast\twere\ttold\tby\tmany\tas\tpart\tof\tan\tattempt\tto\timagine\ttogether\tand\tapart\tthe\tunknown\timpending\tfuture\tof\tbeing\ta\tschool\twithout\ta\tbuilding,\twithout\tknowing\thow\tmany\tstudents\twould\tremain\tat\tWindsor\tHouse\tafter\tlosing\tthe\tbuilding,\tand,\tas\ta\tresult,\tnot\tknowing\twho\tamong\tthe\tstaff\twould\tbe\table\tto\tstay.\tThese\tconversations\twere\tbuilt\tupon\tlong-term\tfriendships,\ta\tparticipatory\tcommunity-based\tatmosphere,\tand\tqualitative\tresearch\tmethods.\t\t 83\tThis\tstudy\tcarries\taspects\tof\tparticipatory\tcommunity-based,\tqualitative,\tand\tethnographic\tmethods\tand\ttechniques.\tHowever,\tit\tfocuses\ton\ta/r/tographic\tmoments\tand\tgatherings\tthat\tare\tsensorial,\taesthetic,\tand\tdialogic\tspaces\twith\tthe\tassistance\tof\tcommunity\tconversations\tand\tcreation\tfeasts\twith\tothers.\tIn\tthis\tstudy,\ta/r/tography\tinspired\tsocially\tengaged\tpractices\twithin\ta\tcommunity\tof\tpractitioners\tengaged\tin\tcreative\twork\ttogether.\tDuring\tthe\tstudy,\tI\tinvited\tall\tparticipants\tto\tco-create\tthe\tcurriculum\tof\tthe\tfeasts\tor\toccasions\twhile\twe\tconversed\tand\tate\ttogether.\tThe\ta/r/tographic\tdemocratic\tfacilitation\tand\tencounters\ttook\tplace\tin\tthe\tinterviews\tand\tthe\tgatherings\t(created\taround\tfood\tpreparation\tand\tsharing).\tWhile\tengaging\tin\tdifferent\tidentities\tas\tteachers,\tresearchers,\tand\tat\ttimes\tartists,\tparticipants\tcreated\tthe\tsocial\tfabric\tthrough\tconversing\tand\tcreating\tshared\tfood.\tAs\tI\texperienced\tit,\tthis\tform\tof\tcollaboration\tis\tdistinctive\tfrom\tother\tforms.\tFeeding\tourselves\twith\tour\tcollaborative\tcreative\texpression\tmeets\tour\tsomatic\tneeds\tfor\tnutrition,\tnurturing,\tand\tan\tancient\ttribal\tritual\tsense\tof\tbeing,\tas\twe\t\ttake\tcare\tof\teach\tother\tin\texistential\tform.\t\tWhile\tdialogue,\tas\ta\tphilosophical\tform,\toffers\tan\tongoing\texploration\tof\tencounters\tand\tplurality,\ta/r/tography\tenters\tthe\tspace\toffering\tmoments\tof\tartistic\tembodied\tcollaboration\tof\tbeing\twith\tand\tencountering\tresistance.\tExploring\tartistically\tcalls\tfor\tan\tongoing\tdialogue.\tAs\tBiesta\t(2018)\tclarifies:\tEncountering\tthe\treality\tof\tpaint,\tstone,\twood,\tmetal,\tsound,\tbodies,\tincluding\tone\u00E2\u0080\u0099s\town\tbody,\tencountering\tresistance,\tin\torder\tto\texplore\tpossibilities,\tmeet\tlimits\tand\tlimitations,\tand\tout\tof\tthis\tcreate\tforms,\testablish\tforms\tand\tfind\tforms\tthat\tmake\texisting-in-dialogue\tpossible,\tthat\tis\twhat\tI\tsee\tin\tthe\t\u00E2\u0080\u009Cdoing\u00E2\u0080\u009D\tof\tart.\t(p.\t17)\tThe\ta/r/tographic\tfacilitation\talso\toffers\ta\tprocess\tof\tliving\tinquiry\t(Meyer,\t2010),\ta\tway\tto\texplore\tdialogue\tthrough\tcreating\tmeaning\tof\tdemocratic\teducation\tin\tcomplicated\tconversations.\tThe\tprocess\tof\tliving\tinquiry\tis\toften\tunderstood\tin\tcommunities\tof\tpractice\t(Wenger,\t1998)\tamong\ta/r/tographers\tcommitted\tto\tdynamic\tand\tconstant\tmotion\t(Irwin\t&\tSpringgay,\t2008).\tThe\tprocess\tof\tliving\tinquiry\tis\tdynamic\tas\tparticipants\tengage\tin\treflexive\tinquiry,\tcreating\tmeaning\tby\tdoing,\tand\tin\tquestioning\ttruths.\tAs\tLa\tJevic\tand\tSpringgay\t(2008)\tnotes,\t\u00E2\u0080\u009CA/r/tographers\tdo\tnot\tdo\tresearch\tas\ta\tseparate\tactivity\tthey\tare\t\t 84\tengaged\tin\tbut\ta/r/tographers\tlive\tresearch\u00E2\u0080\u009D\t(p.\t72).\tA/r/tography\trequires\ta\treflexive\tinquiry\tthat\tbonds\ttogether\tknowing\t(theoria),\tdoing\t(praxis),\tand\tmaking\t(poesis);\teach\tare\timportant\tin\tmeaning\tmaking\tin\ta/r/tographic\tinquiry\t(Irwin\t&\tSpringgay,\t2008;\tLeggo,\t2001).\tHow\tdoes\tit\ttake\tplace,\tand\twhat\tkind\tof\tlife\tdoes\ta/r/tography\toffer?\tIrwin\t(2004)\texplains:\tTo\tlive\tthe\tlife\tof\tan\tartist\twho\tis\talso\ta\tresearcher\tand\tteacher\tis\tto\tlive\ta\tlife\tof\tawareness,\ta\tlife\tthat\tpermits\topenness\tto\tthe\tcomplexity\taround\tus,\ta\tlife\tthat\tintentionally\tsets\tout\tto\tperceive\tthings\tdifferently.\t(p.\t33)\tIn\tmy\tpersonal\texperience\tmany\teducators\tidentify\tthemselves\tsimply\tas\tpractitioners;\thowever,\ta/r/tography\toffers\tpractitioners\tthe\tawareness\tof\tliving\tinquiry,\twhich\tencourages\trecursive\tand\treflexive\tinquiries.\tThis\tform\tof\ttheorizing\tfor\tunderstanding\tfocuses\ton\tthe\tprocesses\tof\tconstructing\tnew\tknowledge\t(Irwin\t&\tSpringgay,\t2008).\tAs\tGreene\t(1995)\tsuggests:\tI\tthink\tthat\tif\tI\tand\tother\tteachers\ttruly\twant\tto\tprovoke\tour\tstudents\tto\tbreak\tthrough\tthe\tlimits\tof\tthe\tconventional\tand\tthe\ttaken\tfor\tgranted,\twe\tourselves\thave\tto\texperience\tbreaks\twith\twhat\thas\tbeen\testablished\tin\tour\town\tlives;\twe\thave\tto\tkeep\tarousing\tourselves\tto\tbegin\tagain.\t(p.\t109)\tThe\tpoint\tof\tGreene\u00E2\u0080\u0099s\t(1995)\tunderstanding\tof\tteaching\tis\tthat\twhile\teducators\tencourage\ttheir\tstudents\tto\ttake\taction\tand\tengage\tin\tnew\tbeginnings,\teducators\tshould\tsimultaneously\tbe\tengaged\tin\tthe\tsame\tprocess.\tTo\tbe\tengaged\tin\tliving\tinquiry\trequires\teducators\tto\tbe\tin\tconstant\tmotion\tand\texperiencing\tambiguity\u00E2\u0080\u0094to\tbegin\tagain,\twhich\tBiesta\t(2015c)\trefers\tto\tas\tthe\tnew\tbeginning\tand\tas\tArendt\t(1954)\twrites\tabout.\tStaying\topen\tto\tthe\texperience\tof\tambiguity\ttakes\tcourage\tand\tpatience.\tAs\tI\treflected\tin\twriting\tin\tDecember\t2010:\t\tI\tstay\topen\tto\tnew\tdiscoveries,\tand\tlet\tthe\tspace\tof\tambiguity\tlead\tme\tto\tmy\tnext\tstage\tof\tmy\ta/r/tography\tpractice.\tI\twonder\twhether\ta\tSisyphean\ttask,\tsuch\tas\tsewing,\twould\tconnect\tme\tto\tmy\ta/r/tographic\tunderstanding.\tWhat\tis\tthere\twhen\twe\tpaint?\tHow\tis\tthe\tpainting\tknowledge\tdifferent?\tQuestions\tcome\tand\tvisit\tmy\tmind\twhile\t\t 85\tsewing;\twhat\tis\tthe\thidden\tconnection\tbetween\tmy\treadings\tand\tmy\tpersonal\tbeing?\tWhat\tis\tthere\tthat\tcould\tnot\tlet\tme\tmove\ton\tand\tencouraged\tme\tto\tstart\tmy\ta/r/tography\tpractice\twith\tmy\tclassmate?\tTen\tminutes\textends\tinto\ttwo\thours\tand\tit\tis\t2\ta.m.\tThe\tsewing\tmaking\tleads\tus\tto\ta\tdialogue\twhere\twe\tboth\tget\tengaged\twith\tthe\tquestion\tof\twhy\tit\ttook\tme\tso\tlong;\twhy\tdo\tI\texplore\ttasks\tlike\tthat\twith\tmore\tjoy\tthan\treading\tor\twriting?\tThese\tquestions\tmay\tsound\ttrivial\tbelying\thow\tdeep\tthey\ttruly\tare.\tThey\tactually\tunfold\tdeeper\tquestions\tof\tmy\tbeing\tin\ta\treality\tof\tthinking,\tas\topposed\tto\tmy\tbeing\tin\ta\treality\tof\tdoing.\t\tSewing\tis\ttruly\ta\tmeditative\ttask,\tone\twhich\tallows\trest\tand\tawareness\tof\tthoughts\tas\tthey\tarise\twithout\topinion\tor\tjudgment,\tsimply\twitnessing\trather\tthan\tengaging\twith\tthese\tthoughts,\twhile\tthe\tmind\tis\toccupied\twith\ta\tmeditative\tpractice\t(Puddicombe,\t2017).\tAs\tLynda\tBarry\t(2008)\tasks:\tWhat\u00E2\u0080\u0099s\tthe\tdifference\tbetween\tthought\tand\texperience?\tIn\tterms\tof\tthat\tpainting\tit\twas\taliveness.\tThe\tdifference\tbetween\ttrying\tto\tdecide\twhat\tI\tthought\tand\thaving\tsomething\tactually\thappen\tto\tme\twhile\tI\twas\tlooking\twas\tmy\tfirst\tclue.\t(p.\t118)\t\tReturning\tto\ta/r/tography\tas\ta\tmethodology,\tGreene\u00E2\u0080\u0099s\tnotion\tof\tbeginning\tagain\tresonated\twith\tme.\tGreen\twrote\tabout\texperiencing\tbreaks\twith\twhat\thas\tbeen\testablished\tin\tour\town\tlives\tand\tbeginning\tagain,\twhich\tI\tfound\tconnected\tto\tthe\tinterwoven\trelationship\tof\tthe\tartist/researcher/teacher\tas\ta/r/tography\toffers,\tgiven\tthat\tnone\tof\tthese\tidentities\tare\tmore\timportant\tthan\tthe\tother,\tand\tallows\teach\tto\tbe\tchallenged.\tThis\tplurality\tof\ta/r/tographic\tpractice\toffers\tindividuals\tand\tthe\tcollective\ta\tmeans\tto\tcreate\ta\tdemocratic\tplatform\tfor\tcollaboration.\tThis\tis\texplained\tin\ta/r/tographic\tcollaboration\tas\tradical\trelatedness:\tAs\ta\tpractice,\ta/r/tography\tincorporates\tboth\tart\tmaking\tand\twriting\t(graphy)\tas\tessential\tcomponents\tof\tinquiry.\tA/r/tography\textends\tthe\tmodern\tand\tpostmodern\tconcept\tof\tartist,\tthrough\tacknowledging\tand\tdrawing\tforward\tthe\tinterwoven\taspects\tof\tthe\tartist/researcher/teacher\trelationship.\tFrom\tthis\tinterconnected\tplatform\t\u00E2\u0080\u00A6\ta/r/tographic\tcollaboration\tis\tbest\tunderstood\tand\tpracticed\twith\ta\tcombination\tof\ttheoretical\tguidelines\tand\tpractices\tthat\taccrue\tfrom\trelational\taesthetics\t(the\tartist\u00E2\u0080\u0099s\t\t 86\tcontribution),\trelational\tinquiry\t(the\tresearcher\u00E2\u0080\u0099s\tcontribution)\tand,\trelational\tlearning\t(the\tteacher\u00E2\u0080\u0099s\tcontribution).\tThe\tprimary\tprinciple\tof\ta/r/tography\tis\tthat\tnone\tof\tthese\tcontributors,\taspects,\tor\tsituations\tis\tto\tbe\tprivileged\tover\tanother,\tas\tthey\tco-emerge\tsimultaneously\twithin\tand\tthrough\ttime\tand\tspace.\t\t(Bickel\tet\tal.,\t2011,\tp.\t5)\tRadical\trelatedness\twith\tits\tcall\tfor\tintersubjective\tcoexistence\twith\tothers\t(Bickel\tet\tal.,\t2011)\twithin\ta/r/tographic\tpractice\tsupports\tthe\tnotion\tof\thospitality\tand\tholds\tspace\tfor\tit\tto\texist.\tI\tsuggest\tthat\thospitality,\tas\tDerrida\t(2000)\tand\tRuitenberg\t(2015)\trefer\tto,\tinvolves\tembodied\texperiences,\tjust\tas\tcollaborative\tcooking\tinvites\tthe\tmessiness\tof\tdialoguing\tand\tbeing\tin\trelation\tthrough\tcreating\tfood,\tconversing,\tbeing,\tand\tfeasting\ttogether.\tFood\tplays\tan\timportant\trole\twithin\tthe\trelational\tand\thuman\tact\tof\tdialogue.\tAs\tBasil\tAlzeri\t(as\tcited\tin\tCHMA,\t2014)\tshares\tabout\this\tartistic\tinquiry\tthrough\tfood\tmaking\tin\tfront\tof\taudiences:\t\tThrough\tthe\twork\tlike\tthis\t\u00E2\u0080\u00A6\twhoever\twitness\tthe\twork,\tparticipate\tin\teating,\tsee\tit,\ttaste\tit,\tthat\tbefore\tyou\tthink\tthat\tPalestinians\tas\tthese\tpeople\tin\tconflict,\tthese\tpeople\tas\tpolitical\tmachine\tagainst\tanother\tmachine\t\u00E2\u0080\u00A6\tthese\tare\tpeople\tbefore\tanything\telse\t\u00E2\u0080\u00A6\teat,\tsleep,\tgo\tto\tschool\t\u00E2\u0080\u00A6\tmarriage,\tall\tthose\thuman\taspects\t\u00E2\u0080\u00A6\tcultural\tapathetic\tgesture\there\tthat\ttalks\tabout\thumanity\tbefore\toccupation\tor\tcolonialism\t\u00E2\u0080\u00A6\tsimple\tmessage\tof\thumanity\t\u00E2\u0080\u00A6\tthrough\tcultural\taspect\tas\tcuisine\t\u00E2\u0080\u00A6\tand\thistorical\tuse\tof\tfood,\tto\tconfirm\ta\tlong\thistory\tand\tcultural\tsignificant\twithin\ta\tnation\tstrategically\tbeen\tfought\tto\tdemolish.\t(11:31)\tThus,\tthe\tsocially\tengaged\tartistic\tcollaboration\tof\tfood\tcreation\tbrings\ta\tdifferent\tfeel\tand\texperience\tthan\tother\tcollaborations,\twhich\tare\toften\tless\tembodied.\tIt\tincludes\tsenses\tsuch\tas\t\u00E2\u0080\u009Ctouch,\tsmell,\tand\tespecially\ttaste\t\u00E2\u0080\u0093\tthat\thave\tbeen\tdevalued\tor\tsimply\tconsidered\tirrelevant\tto\thigh\tculture\u00E2\u0080\u009D\t(Korsmeyer,\t1999,\tpp.\t1\u00E2\u0080\u009311).\tThese\tintuitive\tvisceral\tunderstandings\tinvited\tthe\tpersonal\t(i.e.,\teach\tperson)\tto\tengage,\tshare,\tquestion,\tand\tfeel\ta\trelational\texperience.\tFor\tteachers,\tthe\tprocess\tof\tliving\tinquiry\t(i.e.,\tbeing\tin\tdialogue),\tin\twhich\tdiscoveries,\tambiguities,\tand\topen-ended\tquestions\ttake\tthe\tlead,\tmight\tbe\ta\tdifferent\tway\t\t 87\tof\tengaging\twith\tothers.\tIn\tthis\tstudy,\tthey\tlearned\tthrough\ttheir\tcommunity\tof\tpractice.\tIn\tsupporting\tthe\tprocess\tof\tliving\tinquiry,\ta/r/tography\tembraces\tfour\tcommitments\tin\tcommunities\tof\tpractice:\t\t(1)\ta\tcommitment\tto\ta\tway\tof\tbeing\tin\tthe\tworld;\t(2)\ta\tcommitment\tto\tinquiry;\t(3)\ta\tcommitment\tto\tnegotiating\tpersonal\tengagement\twithin\ta\tcommunity\tof\tbelonging\tand;\t(4)\ta\tcommitment\tto\tcreating\tpractices\tthat\ttrouble\tand\taddress\tdifference.\t(Irwin,\t2010,\tp.\t42)\tThese\tcommitments\thave\tthe\tintention\tof\tleaving\tspace\tfor\tinventions\tand\tmovement\tin\ta/r/tographic\tinquiry.\tThe\tcomplex\tand\tdemanding\twork\tenvironment\tof\tteachers\tis\toverwhelming,\tand\tat\ttimes\tposes\tadditional\tobstacles\tand\tbarriers\tto\tpermit\topenness\tor\teven\twillingness\tto\tperceive\tthings\tdifferently.\tHowever,\tusually\twhen\tteachers\tengage\tin\ta/r/tography\u00E2\u0080\u0094with\tits\tinner\tdialectic\tin-between\tformation,\tnon-binary\tpositions,\tand\tnon-goal\toriented\tmethodology\u00E2\u0080\u0094they\tare\tencouraged\tto\traise\tnew\tquestions\trelated\tto\t\u00E2\u0080\u009Cwhat\tis\tseen\tand\tknown\tand\twhat\tis\tnot\tseen\tand\tnot\tknown\u00E2\u0080\u009D\t(Irwin\t&\tSpringgay,\t2008,\tp.\txxx).\tA/r/tography\tin\tthis\tsense\tis\tabout\tsharing\tthe\tprocesses\tin\twhich\t\u00E2\u0080\u009Cmeanings\tare\tnegotiated\tby,\twith,\tand\tamong\ta/r/tographers\tas\twell\tas\twith\ttheir\taudiences\u00E2\u0080\u009D\t(Irwin\t&\tSpringgay,\t2008,\tp.\txxx).\tThe\tcommunity\tof\tpractice\toffers,\tas\tClandinin\tand\tConnelly\t(1995)\telaborate,\tan\topportunity\tfor\tgrowth:\tWhat\tis\tmissing\tin\tthe\tclassroom\tis\ta\tplace\tfor\tteachers\tto\ttell\tand\tretell\ttheir\tstories\tof\tteaching.\tThe\tclassroom\tcan\tbecome\ta\tplace\tof\tendless,\trepetitive,\tliving\tout\tof\tstories\twithout\tthe\tpossibility\tof\tawakenings\tand\ttransformations.\u00E2\u0080\u00A6\tTeachers\tneed\tothers\tin\torder\tto\tengage\tin\tconversations\twhere\tstories\tcan\tbe\ttold,\treflected\tback,\theard\tin\tdifferent\tways,\tretold,\tand\trelived\tin\tnew\tways\tin\tthe\tsafety\tand\tsecrecy\tof\tthe\tclassroom.\t(p.\t13)\tThe\tprocess\tof\tbeing\theard\tin\tdifferent\tways\tinvites\tan\texperience\tof\thospitality.\tThis\tstudy\toffered\tan\texploration\tof\twhat\tdemocratic\teducation\tmeans\tand\thow\tit\tenabled\tparticipants\tto\tdialogue\twith\tthe\tsupport\tof\thospitality.\tIn\tdemocratic\teducation,\thospitality\tinvolves\tacceptance\tas\twell\tas\tresistance.\tBiesta\t(2015b)\trefers\tto\tthese\topportunities,\tand\tI\texplore\tthis\tfurther\tin\tlater\tchapters.\tDoing\tso\twith\tthe\tfacilitation\tof\t\t 88\ta/r/tographic\tmoments\tof\tliving\tinquiry\toffers\topen-ended,\tembodied,\tand\tplayful\tengagements,\tin\twhich\tongoing\texchanges\tof\tidentities,\tunderstanding,\tand\tmeaning\ttake\tplace.\tCreating\tfeasts\ttogether\toffered\tthe\tparticipants\tand\tme\tsafe\tspaces\tin\twhich\tto\tbegin\tthe\tdialogic\tprocesses.\tThose\tongoing\texchanges\talso\topened\tus\tto\tdiscomfort\tand\tambiguity.\tThis\tis\tthe\tmessiness\tof\ta\tsocial\tfabric\tensuring\tnone\tof\tthe\tvoices\tin\tthe\troom\tare\tmore\tprivileged\tthan\tothers.\tAs\tpart\tof\tmy\ta/r/tographic\tprocess,\tI\thave\tbeen\tsewing\ta\ttablecloth\tfrom\tfabric\tI\thave\tbeen\tcollecting\tfor\tyears.\tIn\tdoing\tso,\tI\thave\tbeen\tsewing\thospitality,\twith\tmemories,\tin\ta\tdialogical\tspace\u00E2\u0080\u0094metaphorically\tsewing\tthe\tsocial\tfabric\tof\thosting.\tI\tsewed\tx\tafter\tx\tafter\tx\tafter\tx,\tconnecting\tpieces\tof\tstories\tinto\ta\ttablecloth,\tjust\tas\tparticipants\tand\tI\tadded\tingredients\tinto\tour\tcooking.\tAt\thome\tI\tsewed\tthe\trhizomatic\tconnections\tbeneath\tthe\tsurface\tinto\ta\tphysical\ttablecloth,\ttrusting\tthe\tmaking\tprocess\tto\tcreate\tmeaning\twhile\tsewing,\tjust\tas\tI\tinvited\tparticipants\tat\tschool\tto\tplay\twith\tthe\twritten\tcurriculum,\tthat\tis,\tthe\trecipes\tat\tour\tgatherings\twithout\tfear\tof\tdoing\tit\twrong\tbut\tfollowing\twhat\tarises\tin\tthe\tmoment\tand\texperiencing\twhat\tit\tholds.\tThe\tmessiness\tof\tcultures\tand\tinterests\tcame\ttogether\tfor\tme\twhile\tI\tcreated\tmeaning\tthrough\tthe\tmaking\tof\tthe\ttablecloth.\tI\twove\tstories,\tmemories,\tmeaning,\tand\thospitality,\tinviting\tinstead\tof\tforcing.\tSewing\tallowed\tme\tto\ttake\tactive\tpauses\tin\tthinking,\tcooking,\tand\twriting,\tenabling\tlistening\tto\ttake\tplace.\tAs\tI\tsewed\tx\tafter\tx,\tI\tlet\tintention\ttake\tthe\tlead\tby\tstaying\topen\tto\twhatever\tcomes.\tAs\tif\tI\tallowed\tmyself\tto\tbe\ta\tguest\twhile\tsewing,\twho\tcould\tsimply\tbe\twithout\timmersing\tinto\tthe\tsocial\tfabric\tof\thosting.\tThat\tis,\texperiencing\tthat\tsense\tof\tfreedom\tfor\tnot\thaving\tany\tdesire\tto\tsolve\tor\tunderstand\tor\thost,\tbut\tsimply\tbe.\tThus,\tthe\trole\tof\tthe\thost,\twhen\tthe\tprocess\tis\tdialogic\tand\tcollaborative,\tis\tto\twitness\tthe\tself\tas\twell\tas\tto\tremain\topen\tto\twhatever\tcomes,\tinstead\tof\tremaining\tin\tthe\tdeposition\tof\trunning\tit\tall.\tIn\tmany\tways\twhile\tbeing\tthe\thost\tin\tthis\tstudy,\tI\thad\tto\tactively\tmake\ta\tchoice\tto\tnot\tbe\tthe\thost,\tas\tWoolf\t(1981)\trefers,\tso\tI\twas\tnot\tabsent\tfrom\tthe\tinteractions.\tWoolf\t(1981)\twrites\tabout\tthe\thost\tas\tbeing\tin\ttouch\twith\teveryone\tbesides\therself,\twhile\tcreating\tthe\tsocial\tfabric.\tAs\tVerwoert\t(2013)\twrites\tabout\tWoolf\u00E2\u0080\u0099s\twriting:\t\tWhile\tthe\thost\tis\tin\ttouch\twith\teveryone\tin\tthe\texpanded\tfamily\tand\ttouches\tup\tevery\tmark\tof\tdiscomfort,\tshe\tremains\temotionally\tuntouchable\therself.\tClose\tto\teveryone\tand\t\t 89\talways\ton\thand\twhen\tneeded,\tMrs.\tRamsay\tis\tinfinitely\tdistant\tand\tout\tof\treach,\talone\tin\ther\tworld\tof\tceaseless\tcare.\t(p.\t362)\tThe\thost,\tcaring\tfor\tothers,\tnever\tfor\therself,\thence\tneither\tacknowledging\tnor\tsharing\tthe\tknowledge\tof\ther\tdecaying\thealth,\tdies\tfrom\tone\tday\tto\tthe\tnext,\tleaving\tthe\tworld\tthat\tonly\tshe\tcould\tanimate\tin\truins.\t(p.\t362)\t\tThe\thost\u00E2\u0080\u0099s\tawareness\tfor\tall\trelations\tand\ther\tsupport\tin\ttheir\tcreation\tcreate\tthe\tspace\tfor\tthe\tflow\tof\thospitality\tto\texist.\tIn\tterms\tof\thosting,\tthe\tparticipants\tand\tI\tworked\tin\tthe\tkitchen\ttogether\twith\tthe\tintention\tof\tcreating\tmeaning\ttogether.\tAs\tin\tmy\tsewing,\tbeing\tin\tthe\tflow\tof\tmaking\tmeaning\tin\tthe\tkitchen\tinvites\tthe\theart\u00E2\u0080\u0094being\tin\tthe\tflow\tof\tsocial\ttime,\tbetween\tthose\twho\thost\tand\tthe\tones\twho\tperform\tin\tit.\tAlthough\tthe\trole\tof\thost\twas\texpected\tto\tbe\tmine,\tI\tdid\tnot\tdefine\tit\tas\tsuch.\tThroughout\tthe\tstudy,\tas\tthe\tgatherings\tprogressed,\tthe\tparticipants\tand\tI\texperienced\tthe\tflow\tof\tsocial\ttime\twhile\tbeing\tthe\tguests,\tas\twell\tas,\thosting\tsimultaneously. Similarly,\tVerwoert\t(2013)\tstates: Sense\thow\tsocial\ttime\tis\tmade\tto\tflow,\twho\tmakes\tit\tflow,\twho\tgoes\twith\tthat\tflow,\tand\tprofits\tfrom\tit-and\tthereby\thopefully\tenables\tus\tto\texorcise\tsome\tof\tthe\tdemons\tand\trecognize\tsome\tof\tthe\tpotentials\tthat\tlinger\twithin\tthe\thorizon\tof\thosting\t(and)\tcultural\tperformance.\t(p.\t361)\tThe\tpotential\tthat\tlingers\twithin\thosting\tcreates\tthe\tflow\tof\tsocial\ttime.\tWithin\tthis\tcultural\tperformance,\tthe\trelational\tbeing\tis\tasked\tto\tjoin\tin\tand\tlet\tgo\tof\tthe\tfear\tof\tstaying\temotionally\tuntouchable.\tIn\tan\tatmosphere\tof\thospitality,\tI\twas\tasked\tto\tspeak\tup\tfor\twhat\tI\ttruly\tcared\tabout\tand\tacted\ton.\tBreathing\tin\twhile\tsewing\tx\tafter\tx,\tmissing\tthis\tembodied\tknowing;\tI\tfound\tI\twas\tasked\tto\tshare\tmy\town\tuniqueness\tin\tthe\tmost\tradical\tdemocratic\tway.\tI\texperienced\tit,\tlived\tit,\tbreathed\tit,\tand\tfelt\tit\tby\tjoining\tin.\tThis\tbrought\tme\tback\tinto\tmy\town\tpersonal\tecosystem.\tI\tfound\tengaging\tin\tdialogue\tto\tbe\tan\tinvitation\tto\ta\tworldly\tspace,\tan\teducational\tspace,\twhere\tthe\tworld\tdesires\tto\tteach\tme\tsomething\t(Biesta,\t2015b).\tDialogue\tis\tmore\tabout\tthe\tprocess\tpeople\tgo\tthrough\tin\tthe\tsearch\tfor\tnew\tunderstandings.\tPeople\u00E2\u0080\u0099s\tinner\tecosystems\tkeep\tthem\talive\tby\tbeing\tin\tthe\tworld,\tbeing\tengaged\tin\tthe\tworld,\tand\tbeing\tat\thome\tin\tthe\tworld\t(Biesta,\t2015b).\t\t 90\tComing\tto\twrite\tabout\tthe\timportance\tof\tembodied\texperience\tin\trelation\tto\tcreating\tmeaning\tshowed\tme\thow\tisolated\tand\tlonely\tit\tcould\tbe\twithout\tan\tembodied\tcomponent.\tInvesting\tin\tthe\tprocess\tof\twriting\tremoved\tme\tfrom\tthe\tworld.\tI\tknew\tI\twanted\tto\tembody\tthe\texperience\tby\tcreating\ta\ttablecloth\tfrom\tstories\tof\thospitality\u00E2\u0080\u0094from\tbeing\tisolated,\tto\tbringing\tthe\tpieces\ttogether\twhile\tcreating\taesthetic\tmeaning.\tAs\tIrwin\t(2006)\twrites,\t\u00E2\u0080\u009CExperiences\tfound\tin\tthe\tordinary\tmoments\tof\tlife\tprovide\tpathways\tfor\tpedagogy\tof\tself,\twhile\tartistic\tactivity\tprovides\ta\trecursive\tstance\ttowards\tcontinuous\tinquiry\tand\tengagement\twith\tideas\u00E2\u0080\u009D\t(p.\t75).\tLetting\tIrwin\u00E2\u0080\u0099s\tunderstanding\tunfold\twhile\twriting\tand\tcreating\ta\ttablecloth\tled\tme\tto\twrite\tthe\tfollowing\tpassage:\tSewing\tx\tafter\tx\tafter\tx,\tknowing\tit\ttakes\ttime\tfrom\tdoing\tother\tthings.\tIt\ttakes\ttime\tto\trespect\tour\town\tselves.\tIt\ttakes\ttime\tto\tgive\tsome\ttime\tand\tattention\tto\tour\tinner\tecosystem\tthat\tasks\tfor\tmore\tthan\tthinking.\tIt\ttakes\ttime\tto\tpause.\tIt\ttakes\ttime\tto\tbe.\tIt\ttakes\ttime\tto\tallow\tour\tvoice\temerge\tfrom\twithin\tour\tcreations.\tIt\ttakes\ttime\tto\tbe\tin\tdialogue\twith\twhat\tis.\tIt\ttakes\ttime\tto\thost\tand\texperience\tradical\thospitality,\tthat\tis,\tto\tbe\twelcomed\tand\twelcome\tothers.\tIt\ttakes\ttime\tand\tcourage\tto\tlisten\tcarefully\tto\tour\tbecoming.\tIt\ttakes\ttime\tto\tembody\tour\texperience.\tIt\ttakes\ttime\tto\tbe\tdialogical.\tIt\ttakes\ttime\tto\u00E2\u0080\u00A6\t\tAt\tthis\ttime,\tin\tmany\tlocations\tworldwide,\twhen\tteachers\tare\tasked\tto\tstay\ton\ttask\tand\trun\tthrough\tthe\tcurriculum,\tthere\tis\tlittle\ttime\tfor\tanything\tthat\tcounts\tas\tan\toff\ttask,\tlittle\ttime\tif\tany\tto\twonder,\tto\tlinger\twith\tand\twithin\tthe\tcurriculum,\tto\texplore\texistential,\tpractical,\tand\tphilosophical\tquestions\tof\twho\twe\tare\tand\twhy\twe\tdo\twhat\twe\tdo.\tTeachers\tare\tnot\tgiven\tthe\ttime\tto\twonder\twhat\thospitality\thas\tto\tdo\twith\tthe\teducational\texperience\tor\twhat\thospitality\tcould\tteach\tus\tabout\tcomplicated\tconversations.\tThese\tquestions\tof\twho,\twhy,\tand\twhat\tdo\tnot\tneed\tto\tbe\tanswered;\thowever,\tit\tis\timportant\tto\tunderstand\ttheir\toffering.\tThey\tpresent\tan\toffering\tas\tan\tawaking\topportunity,\tto\tbegin\tagain\tand\tto\temphasize\tthe\timportance\tof\thospitality\tas\tthe\theart\tof\tthe\tcurriculum.\t\tAs\tmentioned\tearlier\tin\tthis\tsection,\tin\tthe\tcontext\tof\tthis\tresearch,\thospitality\tcarries\tat\tleast\ttwo\tmeanings.\tOne\tis\tthe\tdirect\tmeaning\tof\thosting\tand\tthe\tother\tis\tas\ta\tmetaphor\tfor\tdialogue.\tAs\tKorsmeyer\t(1999)\tstates:\t\t 91\t[This\twork]\talso\ttakes\tseriously\tthe\tpreparation,\tserving,\tand\tfunction\tof\tfood\t\u00E2\u0080\u00A6.\tthe\tfact\tthat\teating\tis\tan\tactivity\twe\tfreight\twith\tsignificance\tconsiderably\tbeyond\teither\tthe\tpleasures\tit\taffords\tor\tthe\tnutritional\tsustenance\tit\tprovides.\tIt\tis\tan\tintimate\tpart\tof\thospitality,\tceremony,\tand\trituals\treligious\tand\tcivic.\t(p.\t3)\tThose\tmeanings\tof\thospitality\tinvite\tparticipants\tinto\ta\tpersonal\tspace\twhile\tthe\tI\tis\tasked\tto\tbe\tengaged.\tHospitality\toffers\ta\trelational\toccasion.\tIn\tthis\tspace,\twe\tas\tteachers\tare\tnot\tpermitted\tto\thide\tbehind\ttasks\tsuch\tas\tcurriculum,\tclass\tmanagement,\tand\ttesting,\tbut\tinstead\tare\tasked\tto\tshare\tand\tteach\twho\tthey\tare\tas\tpeople.\tAs\tPinar\t(2004,\t2009)\tsuggests,\tteachers\tshould\tbe\tthe\tauthors\tof\ttheir\tteaching.\tHe\temphasized\tthe\timportance\tof\tlived\tcurriculum\tand\texperience,\texploration,\tand\tcreation\tof\tourselves\tin\trelation\tto\tothers.\tThe\tquestion\tthat\temerges\tis\thow\thosts\tor\tteachers\tensure\tthey\tdo\tnot\tbecome\tlost\tin\thospitality\twork\twhile\tuneventful\ttasks\tand\tduties\tmay\ttake\tall\tof\ttheir\tenergy.\tAs\tVerwoert\t(2013)\twrites:\tThe\tirony\tis:\twork\tthat\tmust\tbe\tdone\tto\thost\tan\tevent\tis\thighly\tuneventful.\tThe\ttemporal\thorizon\tof\tsustained\tsocial\tcommunication,\tpreparation,\tadministration,\tand\tmaintenance\tis\tthat\tof\tlong\tdurations.\tMany\tsmall\tacts\t(e-mails,\tphone\tcalls,\tetc.)\teventually\tadd\tup\tto\tsomething.\tBut\tin\tthemselves\tthey\tare\ttoo\tmany,\ttoo\tunspectacular,\tand\ttoo\textended\tover\ttime\tto\tbe\tconvertible\tinto\tthe\ttheatrical\tlogic\tof\tinstantaneous\tonstage\tdelivery.\tThe\taward\tceremony\torganizer\tis\thardly\tever\tthe\tprize\twinner.\t(p.\t360)\tAs\tin\ta/r/tography,\tin\twhich\tthe\tartist\u00E2\u0080\u0099s\tvoice,\tperspectives,\texperiences,\tand\tpoints\tof\tview\tare\texplored\tin\tthe\tmaking;\tin\tthe\tsocially\tengaged\tartistic\tcollaboration\tof\tcooking,\tas\twell\tas\tin\thospitality,\tthere\tare\tgaps\tin\tthe\tmaking\tand\tgetting\tprepared\tto\thost.\tThe\tmaking\tprocess\tmay\tteach\tpeople\thow\tit\tfeels\tto\tget\tlost\tin\tthe\tflow.\tThe\tmaking\tbrings\ttaste\tinto\tthe\tflow,\twhile\tparticipants\tare\tnot\tcontrolled\tbut\tallowed\tto\tbe\tfully\talive.\tKorsmeyer\t(1999)\tsuggests:\tTaste\tis\tassociated\twith\tappetite,\ta\tbasic\tdrive\tthat\tpropels\tus\tto\teat\tand\tdrink.\tIts\trole\tin\tsheer\tanimal\texistence\tis\tone\tof\tthe\tfactors\tthat\thas\tcontributed\tto\tits\tstandard\tneglected\tas\ta\tsubject\tof\tphilosophical\tinquiry\t\u00E2\u0080\u00A6\ttoo\tclosely\tidentified\twith\tthe\tbody\t\t 92\tand\tour\tanimal\tnature,\tit\tseems\tnot\tto\tfigure\tin\tthe\texploration\tof\trationality\tor\tthe\tdevelopment\tof\tknowledge\t\u00E2\u0080\u00A6\tmost\tethical\ttheories\tassume\tthat\ttaste\tpresents\tbase\ttemptations\tthat\tin\ta\tmoral\tlife\tmust\tbe\tcontrolled.\t(pp.\t1\u00E2\u0080\u00932)\tCollaborative\thospitality\tand\tfood\tcreation\tmay\toffer\ta/r/tographers\tnew\tways\tof\tadapting\tto\tand\tovercoming\ta\tvariety\tof\tencounters\tincluding\tthe\tcollective\tego,\tideological\tand\tpolitical\tdisagreements,\tto\tname\ta\tfew.\tSwanson\t(2008)\texplains\tthat\tovercoming\tsuch\tencounters\trequires\tbeing\tin\tconstant\tprocesses\tof\tliving\tinquiry,\tsearching,\tand\tdiscovering:\tIt\tis\tbetween\tthe\thorns\tof\tdilemma\tthat\tidentities\tare\tconstantly\tbecoming\treinscribed\tand\tnegotiated\tin\tterms\tof\tchoices,\tdelimited\tor\tenabled,\twithin\ta\tdialogue\tbetween\tethics\tand\tactivism.\tIt\tis\tin\tthis\tspace,\twhere\tpractice\tand\ttheory\tmeet,\tthat\tI\tcontinue\tthis\ta/r/tographic\tjourney\there,\tliving\tthrough\tthe\ttext\tthe\tfreedom\tto\tsearch,\tdiscover\tand\t(re)invent\tmeaning\tof\thow\twe\tcome\tto\tunderstand\tchoice,\tmoral\tcommitment,\tethical\taction,\tand\tabove\tall\tthe\tfreedom\tto\tcome\tto\texplore\tthe\tnature\tof\tfreedom\titself\tunderpinning\tthese\tconcepts.\t(p.\t181)\tSwanson\t(2008)\tclaims\tthat\ta/r/tography\tis\tsuccessful\tbecause\tit\trecognizes\tthat\teducators\tneed\tspace\tto\t(re)invent\tmeaning\tin\torder\tto\texperience\tfreedom\tand\tchoice.\tThus,\tshe\tviews\ta/r/tographic\tinquiries\tas\ta\tway\tof\tknowing\trelationally\thow\tto\task\tquestions\tthat\tconvey\tethical\tand\tnatural\tfreedom\tconcerns\t(Swanson,\t2008).\tQuestions\tsuch\tas,\twhat\tkinds\tof\tsacrifices\tare\timplied\tin\tthe\tintersection\tof\ta/r/tographic\tinquiry?\tWhat\tare\tthe\tresponse-abilities\tof\ta/r/tographers\twhile\tagreeing\tto\tinquire\twith\tthe\t\u00E2\u0080\u009Cother\u00E2\u0080\u009D\tand\tbeing\tthe\t\u00E2\u0080\u009Cother\u00E2\u0080\u009D?\tHow\tmight\ta/r/tographic\tinquiry\toffer\tlearning\tselves\twith\tothers?\tThis\tis\tabout\texamining\tknowledge\tthat\tis\trarely\treached\tthrough\tpropositional\tlanguage.\tIn\tother\twords,\ta/r/tographic\tinquiry\tmay\toffer\topportunities\tto\texperience\tthe\tin-between,\tas\twell\tas\tbeing\twith\tspaces,\twhich\tare\tlimited\tthrough\tpropositional\tlanguage\tthat\tcarries\tmeaning\tand\tpower\tstruggles.\tThis\trelates\tto\tEllsworth\u00E2\u0080\u0099s\t(2005)\texplanation\tregarding\tart\tas\ta\tway\tof\tknowing:\tArt\tbends\tunder\tits\tchosen\tburden\tof\ttrying\tto\tmake\tshareable\ta\tknowledge\tthat\tcannot\tbe\texplained.\tArt\tassumes\tthe\tburden\tof\ta\tknowing\tthat\tis\tanything\tbut\tliteral\t\t 93\tand\twill\tnot\tbe\treduced\tto\tthe\texplainable\tthrough\tsocially\tencoded\tgrids\tof\tcategories,\tnames,\tand\tnumbers.\u00E2\u0080\u00A6\tAlthough\tit\tlies\tbeyond\tlanguage,\twhat\tthe\taesthetic\tknows\tcan\tbe\tpainted,\tsculpted,\tdanced,\tor\tsensed\tin\tand\tthrough\tmusic,\tmoving\timages,\tarchitecture,\tand\tpoetry.\tWhat\tpoetry\t[and\tpainting]\t\u00E2\u0080\u009Cknows\u00E2\u0080\u009D\tis\ta\tway\tof\tknowing\trooted\tin\tthe\tmovement\tof\tour\tlearning\tselves\tas\tthey\tpass\tinto\tand\tthrough\tthe\tspace\tbetween\tthe\tliteral\tand\tthe\tfigurative\tand\texperience\tone\treality\tpassing\tinto\tanother.\t(p.\t157)\tBeyond\tlanguage,\tas\tin\tdemocracy,\tteachers\tshould\tbe\table\tto\tmake\treal\tdecisions\tabout\ttheir\tlives,\thave\tthe\topportunity\tto\tdisagree,\tdiscuss,\tand\ttake\tactions\tand\tresponsibilities\t(Mintz,\t2017).\tAccording\tto\tMintz,\tas\twith\tteachers,\ta\tsimilar\tclaim\tapplies\tto\tstudents\tin\tdemocratic\tschools,\tand\thopefully\tto\tthose\tin\tmainstream\tschools.\tSir\tKen\tRobinson\t(as\tcited\tin\tMintz,\t2017)\tdescribed\tthis\tsimply,\tin\ta\tway\tthat\tresonates\twith\tthe\tcommon\tbeliefs\tof\tmany\tdemocratic\tschools\taround\tthe\tworld:\tDemocratic\tschools\tare\trooted\tin\tthe\tpurposes\tof\tdemocracy\titself:\tliberty\tand\tthe\tpursuit\tof\thappiness,\tself-determination,\tand\tgovernment\tby\tand\tfor\tthe\tpeople\t\u00E2\u0080\u00A6\tif\twe\tare\tserious\tabout\tthese\tprinciples\t\u00E2\u0080\u00A6\twe\tshould\tpractice\tthem\tin\tour\tschools\t\u00E2\u0080\u00A6\t[democratic\teducation]\tdepends\ton\tshared\trespect\tfor\tindividuals\tand\tempathy\tfor\tthe\tneeds\tof\tthe\tgroup.\tIt\tdepends\ton\tthe\tcommitment\tof\tthe\twhole\tcommunity\tto\ta\tsense\tof\tcommon\tpurpose\tand\tmutual\twellbeing\t\u00E2\u0080\u00A6\twhen\tpracticed\tproperly\tin\tschools,\tdemocracy\tactually\tworks.\t(Forward\tsection,\tpara.\t7\u00E2\u0080\u00939)\tTo\tthink\tof\tresearch\tin\tterms\tof\tdemocratic\tpractice\tis\tto\treflect\ton\tinter-embodiment,\ton\tbeing\t(or\tbeings)\tin\trelation,\tand\tcommunities\tof\tpractice,\twhich\tWenger\t(2013)\tdefines\tas\t\u00E2\u0080\u009Cgroups\tof\tpeople\twho\tshare\ta\tconcern\tor\ta\tpassion\tfor\tsomething\tthey\tdo\tand\tlearn\thow\tto\tdo\tit\tbetter\tas\tthey\tinteract\tregularly\u00E2\u0080\u009D\t(p.\t1).\tResearch\tbecomes\ta\tprocess\tof\texchange\tthat\tis\tnot\tseparated\tfrom\tthe\tbody\tbut\temerges\tthrough\tan\tintertwining\tof\tmind\tand\tbody,\tself,\tand\tother,\tand\tthrough\tour\tinteractions\twith\tthe\tworld\t(Irwin\t&\tSpringgay,\t2008,\tp.\txxii).\tTherefore,\tit\tis\timportant\tto\tremain\tethical\tin\ta\tway\tthat\tparticipants\tfeel\tsafe\tand\twilling\tto\tbe\tpart\tof\tthis\texchange\tprocess.\tWhile\tconducting\ta\tdemocratic,\tholistic,\tand\ta\tpersonal\tstudy,\tI\theld\tspace\tfor\tit\tto\tbe\tas\tsuch\tfor\tall\tparticipants.\t\t\t 94\tIn\ta\tstudy\tsuch\tas\tthis,\twhile\tparticipants\twere\tinvolved\tin\tthinking,\ttalking,\tcooking,\tmoving\taround,\tand\teating,\tit\twas\timportant\tto\tbe\taware\tof\tthe\tsocial\tand\tbodily\torientation\tof\teach\tparticipant.\tAlthough\tthrough\tmuch\tof\tits\thistory\tthe\tcommunity\tof\tWindsor\tHouse\thas\tbeen\thomogeneous\t(i.e.,\tthe\tschool\tis\tpredominantly\twhite\tand\tlacks\tcultural\tdiversity)\tin\tterms\tof\trepresentation\tof\teducators,\tas\twell\tas\tstudents,\ta\tchange\tstarted\tin\tthe\tlast\tfew\tyears\tand\tI\twas\tstrongly\taware\tof\tit\tcoming\tin\tthe\tyear\tfollowing\tmy\tstudy\tat\tthe\tschool.\tThis\tawareness\twas\tevident\tin\tthe\tkitchen\tthough\tit\twas\tnot\tdiscussed.\tFor\tinstance,\tthe\tsubject\tof\tsocial\tand\tbodily\torientation\tcame\tup\tin\tterms\tof\tthe\tdifferent\teducational\troles\tand\tresponsibilities\tbetween\tteachers\tand\tteacher\tassistants.\tThat\tis\twhere\tI\tfound\tSara\tAhmed\u00E2\u0080\u0099s\t(2007)\texplanation\tto\tbe\tbeneficial:\tWhiteness\tbecomes\ta\tsocial\tand\tbodily\torientation\tgiven\tthat\tsome\tbodies\twill\tbe\tmore\tat\thome\tin\tthe\tworld\tthat\tis\torientated\taround\twhiteness.\tIf\twe\tbegan\tinstead\twith\tdisorientation,\twith\tthe\tbody\tthat\tloses\tits\tchair,\tthen\tthe\tdescriptions\twe\toffer\twill\tbe\tquite\tdifferent.\t(p.\t160)\tBeyond\twhiteness,\tAhmed\t(2007)\toffers\tthat\tthe\tworld\tshould\tnot\tnecessarily\tbe\tchanged;\trather,\ther\tpoint\tis\tabout\tthe\tdisorientation,\tthat\tis,\tawareness.\tEven\tif\twe\tonly\tbegin\twith\ta\tsocially\tand\tbodily\tdisorientation,\twe\tperceive\tthings\tdifferently;\tas\tsuch,\twe\tmust\tlive\ta\tlife\tof\tawareness\tthat\tpermits\topenness\t(Irwin\t&\tSpringgay,\t2008).\tWhen\tI\trefer\tto\twhiteness\tin\tthis\tcontext,\tI\tam\tspeaking\tof\twhiteness\tin\ta\twider\tsense,\twhich\tincludes\tindividuals\tin\tpower\tand\tcontrol,\tas\tAhmed\t(2007)\tclaims,\tthose\twho\tare\tnot\tbeing\tstopped,\twho\tare\taware\tof\totherness,\tand\twho\tare\tnot\tlosing\ttheir\tchair.\tWhiteness\tin\tthe\tcontext\tof\tthis\tstudy\tcould\tbe\ta\tmetaphor\tfor\tfeeling\tat\thome,\tor\tnot\tat\thome,\tor\ton\tthe\tway\thome\u00E2\u0080\u0094home\tin\tthe\tcontext\tof\tcooking,\tof\tdemocratic\teducation,\tand\tof\thospitality.\tDemocracy\tin\tSchools?\tWhat?\tYears\tago,\tI\tmade\tconnections\tthrough\tAlternative\tEducation\tResource\tOrganization\t(AREO)\tconferences\t(2005\tand\tonwards)\twith\tmembers\tof\tthe\tWindsor\tHouse\tcommunity.\tHowever,\tit\twas\tonly\tin\t2008,\twhen\tI\tarrived\tat\tthe\tIDEC\tconference\tin\tVancouver,\tthat\tI\tmade\tthe\tchoice\tto\tconduct\tthis\tstudy\twith\tWindsor\tHouse.\tAt\tthat\tconference,\tI\thad\tthe\topportunity\tto\tlead\ta\tworkshop\twith\tMeghan\tCarrico,\twho\tat\tthat\ttime\twas\ta\tteacher\tat\t\t 95\tWindsor\tHouse\t(she\thas\tsince\tbecome\tthe\tprincipal\tof\tthe\tschool).\tOur\tworkshop\twas\tcalled,\t\u00E2\u0080\u009CWhat\tShould\t\u00E2\u0080\u0098Teacher\tTraining\u00E2\u0080\u0099\tLook\tLike\tfor\ta\tDemocratic\tSchool\tStaff\tPerson?\u00E2\u0080\u009D\tDuring\tthe\tconference,\tand\tmore\tspecifically\tin\trelation\tto\tour\tworkshop,\tI\thad\tmany\topportunities\tto\tobserve\tthis\tcommunity\tin\taction,\tlisten\tto\tits\tplurality,\tand\traise\tideas\tfor\ta\tstudy\twith\tthis\tschool.\tI\tfelt\tinvited.\tIt\twas\tat\tthe\tIDEC\t2008\tconference\tin\tVancouver\twhere\tthis\tstudy\tbecame\tpossible,\tthanks\tto\tthe\tWindsor\tHouse\tcommunity.\tIn\tAugust\t2009,\tI\tmoved\tto\tVancouver\twith\tmy\tfamily\tto\tstart\tmy\tdoctoral\tstudies\tat\tthe\tDepartment\tof\tCurriculum\tand\tPedagogy\tat\tthe\tUniversity\tof\tBritish\tColumbia.\tAfter\twe\thad\tarrived\tin\tVancouver,\tI\tvisited\tthe\tschool\tseveral\ttimes.\tHowever,\tI\twas\tnot\tready\tto\tdelve\tinto\tthis\tstudy\tright\taway.\tAs\tW.\tPinar\t(personal\tcommunication,\tMay\t1,\t2012)\tsuggested\tin\tone\tof\tour\tconversations,\twe\tfirst\tneeded\tto\tstudy\tour\tstories\tand\tget\tlost.\tThis\tjourney\tof\texploring\tthe\tnotion\tof\tconversing\ttook\tme\tback\tto\tmy\tdesired\tdialogue\tin\tthe\tconflict\tzone\tI\twas\tborn\tinto\u00E2\u0080\u0094Palestine\tand\tIsrael.\tIn\tthis\tpersonal\tinquiry,\tI\twas\table\tto\tdeconstruct,\treflect,\twonder,\tand\treconstruct\tmy\town\t(hi)story.\tStudying\tdialogue\tin\ta\tcontext\tthat\twas\tclose\tto\tmy\theart\tallowed\tme\tto\trecognize\tand\tquestion\tconnections\tbetween\tthe\ttheory\tand\tpractice\tof\tdialogue\tbeyond\tdemocratic\teducation.\tAt\tthe\tIDEC\tconference\tin\t2013,\tMeghan\tCarrico\tand\tI\trealized\tthat\tthe\ttime\thad\tarrived\tfor\tmy\tstudy\twith\tWindsor\tHouse.\tI\tfelt\tthe\tneed\tto\tconnect\tfirst\twith\tthe\tWindsor\tHouse\tcommunity\tand\tbuild\ttrust\tbefore\toffering\tthis\tstudy.\tI\tdecided\tto\tstart\twith\tvolunteering\tonce\ta\tweek\tfor\ta\tyear\tat\tWindsor\tHouse.\tDuring\tthe\t2013\u00E2\u0080\u00932014\tschool\tyear,\tI\thelped\tin\tthe\tschool\twith\twhatever\twas\tneeded.\tDecember\t2015\tmarked\tthe\tofficial\tbeginning\tof\tthe\tstudy,\twhen\tI\thad\tcompleted\tmy\tmaternity\tleave.\tThis\tlong\tbeginning\tcreated\ta\tspace\tfor\tan\tinterplay\tof\trelationship,\ttrust,\tcommunication,\twillingness,\tand\tcourage\tto\tenter\tinto\tdialogue.\tDuring\tmy\tvolunteering\tat\tWindsor\tHouse,\tI\tlearned\tthat\tthe\tcommunity\troom\t(i.e.,\tthe\tkitchen)\twas\ta\tsignificantly\timportant\tplace\tfor\tthe\tcreation\tof\tmeaning,\tunderstanding,\tcollaboration,\tand\trelationship,\tas\twell\tas\ttaking\tin\tsustenance.\tI\tnoted\tthat\tthis\thappens\tmore\toften\tbetween\tstudents\tor\tbetween\tstudents\tand\ttheir\tteachers,\tbut\tnot\tso\toften\tbetween\tteachers.\tI\talso\tlearned\tfrom\tand\twith\tthe\tcommunity\tthat\tone\tof\tthe\tdesires\tof\tthe\teducators\twho\twished\tto\ttake\tpart\tin\tthis\tstudy\twas\ttheir\tinterest\tin\tallowing\tmeaning\tto\tcome\tthrough\tart-making\t(e.g.,\tcooking),\tnot\tonly\tthrough\tconversations.\tHowever,\tthe\tidea\tof\tcreating\tmeaning\tthrough\tart-making\tmade\tseveral\teducators\tuncomfortable\tat\tfirst,\tas\tthey\tdid\tnot\t\t 96\tconsider\tthemselves\tartists\tby\tany\tmeans.\tAt\tthe\tsame\ttime\tthey\texpressed\ttheir\twillingness\tto\texplore\tand\tengage\tin\tcreative\tactivities\tthat\twere\tfamiliar\tto\tthem,\tsuch\tas\tcooking.\tMany\tof\tthe\teducators\tcommented\tthat\tif\tcooking\twas\tconsidered\tart,\tthey\twanted\tto\tbe\tcalled\tartists.\tWe\twere\teager\tto\tcook\tcollaboratively.\tTherefore,\tstarting\tfrom\tthe\tcommon\tground\tof\tcooking\toffered\tan\taesthetic\texperience\tfor\tall\tour\tsenses.\tSharing\tfood\tincorporates\tstories,\texperiences,\trelationships,\tmemories,\tand\tunderstandings\tinto\ta\tlived-embodied\texperience,\twhich\tintegrates\tpersonal\tand\thistorical\tcontext\tto\tour\tcomplicated\tconversation\tof\tdemocratic\teducation\tin\tthis\tsite-specific\tresearch\t(Merleau-Ponty,\t2012).\tAlthough\tthese\tpersonal\tcontexts\twere\tnot\tthe\tcore\tissue\tin\tthis\tresearch,\tit\twas\timportant\tfor\tus\tto\tunderstand\thow\teach\tparticipant\tentered\tthe\tcreative\tprocesses.\tThe\tcommunity\tkitchen\twas\tthe\tsituated\tspace\tto\tstart\tour\tcreation\tof\tmeaning\tas\ta\tgroup\tat\tWindsor\tHouse.\tBeing\tin\tthe\tkitchen\tat\tWindsor\tHouse\tfelt,\tas\tIrwin\t(2004)\tsays\tin\trelation\tto\tthe\tlife\tof\tartist/researcher/teacher,\tlike\t\u00E2\u0080\u009Cexistence\tthat\tintegrates\tknowing,\tdoing,\tand\tmaking\t\u00E2\u0080\u00A6\tflow\tbetween\tintellect,\tfeeling,\tand\tpractice\u00E2\u0080\u009D\t(p.\t29).\tUndertaking\tthe\tStudy\tOnce\tparticipants\tagreed\tto\tjoin\tthis\tinquiry,\tthey\twere\tasked\tto\ttake\tpart\tin\tthe\tfollowing\tthree\tstudy\tstages\tthat\twere\tundertaken\tover\ta\tperiod\tof\t6\tmonths:\t(a)\tsmall-group,\tunstructured\tentry\tinterviews,\t(b)\tgroup\tmeetings\twhile\tcooking\tcollaboratively,\tand\t(c)\tsmall-group\tor\tindividual\tunstructured\texit\tinterviews.\tAt\teach\tof\tthese\tstages\tI\taccommodated\tall\tparticipants\u00E2\u0080\u0099\tschedule\trestrictions\tas\tmuch\tas\tpossible.\tStage\t1:\tSmall-group,\tunstructured\tentry\tinterviews.\tOf\tthe\t22\tstaff,\t16\teducators\tchose\tto\tparticipate.\tEducators\twere\tasked\tto\tparticipate\tin\tan\tunstructured\tinterview\tin\twhich\tthey\twere\tinvited\tto\tshare\ttheir\tmeaning\tof\tdemocratic\teducation.\tThese\tinterviews\toffered\teach\tteacher\tan\topportunity\tto\treflect\ton\ther\tor\this\tpersonal\texperiences\tand\tunderstanding\tof\tdemocratic\teducation.\tI\tarranged\tfor\tthe\tinterviews\tto\tbe\taudio-recorded\tand\tI\talso\ttook\twritten\tnotes.\tStage\t2:\tGroup\tmeetings\twhile\tcooking\tcollaboratively.\tWe\tconducted\tfour\tmeetings,\teach\tof\twhich\twere\t3\thours\tin\tduration.\tWithin\tthese\tmeetings\tthe\tparticipants\ttook\tpart\tin\tcomplicated\tconversations\tas\ta\twhole\tgroup\twhile\tcollaboratively\tcooking.\tThe\t\t 97\tconversations\tfocused\ton\tthe\tmeaning\tof\tdemocratic\teducation\tand\tits\tmechanisms.\tThe\tintention\tof\tthese\tcomplicated\tconversations\twas\tto\tlearn\tfrom\tand\tparticipate\tin\tcreating\tmeaning\tin\tthird\tspaces,\tin\twhich\tthe\teducational\texperience\tof\tdemocratic\teducation\toccurs.\tI\trecorded\tthese\tmeetings\tthrough\tpictures,\twritten\tnotes,\tand\tvideos.\tStage\t3:\tSmall-group\tor\tindividual\tunstructured\texit\tinterviews.\tI\tasked\teducators\tto\tparticipate\tin\tunstructured\tinterviews\tfollowing\tthe\tlast\tgroup\tmeeting.\tThe\tinterviews\ttook\tplace\tin\tsmall\tgroups\tand\twere\tthe\tfinal\tdata\tcollection\tphase.\tThese\twere\tthe\tintroductory\tinterviews\tand\tthey\twere\tconducted\tin\tgroups\tof\tthree\tto\tfour\tparticipants.\t\tAlthough\tI\toffered\tthe\tchoice\tof\tbeing\tcited\tin\tthis\tstudy\twith\tpseudonyms,\tall\tparticipants\tchose\tto\tbe\tidentified\tusing\ttheir\town\tfirst\tnames.\tThus,\tthroughout\tthe\tthesis,\tall\tnames\treferenced\tare\tthe\tactual\tnames\tof\tparticipants.\t\tFirst\tinterview\t\u00E2\u0080\u0093\tDecember\t9,\t2015.\tFour\tparticipants\ttook\tpart\tin\tthis\tinterview.\tTwo\tof\tthe\tstaff\thad\tworked\tat\tWindsor\tHouse\tfor\tmany\tyears\tand\tthe\tother\ttwo\tfor\tfew\tyears.\tThis\topportunity\tof\tsharing\twhy\tand\twhen\tthey\tjoined\tWindsor\tHouse\tand\tthis\tstudy\tbrought\tup\tordinary\tmoments\tand\tstories\tthat\thelped\tto\tmake\tthis\tinterview\tpersonal\tand\tmeaningful.\t\t\u00E2\u0080\u00A2 Meron\thad\ttaught\tfor\t10\tyears\tat\tother\tschools\tprior\tto\tbecoming\ta\tWindsor\tHouse\tstaff\tmember.\tShe\tarrived\tin\tVancouver\twith\ther\tchildren\tin\t1999.\tShe\thad\ttaught\tat\tWindsor\tHouse\tfor\t17\tyears\tat\tthe\ttime\tof\tthe\tinterview.\tMeron\tjoined\tthe\tstudy\tbecause\tshe\twanted\tto\tsupport\tmy\twork\ton\ta\tpersonal\tlevel;\tshe\talso\tbelieves\tresearch\ton\tdemocratic\teducation\tis\timportant.\t\u00E2\u0080\u00A2 Heather\thad\tbeen\tinvolved\tin\tthe\tschool\ta\tbit\tlonger\tthen\tMeron.\tShe\tarrived\tin\tVancouver\twith\ther\tdaughters,\tbut\tnot\tfor\tlong\u00E2\u0080\u0094she\tstayed\tand\tthey\tleft.\tShe\tloves\tthe\tschool\tphilosophy.\tHeather\tjoined\tthe\tresearch\tbecause\tit\tsounded\tfun,\tit\tis\tnice\tto\tget\ttogether\twith\tall\tstaff\tmembers,\tand\tshe\tis\tinterested\tin\tthe\tstudy.\t\u00E2\u0080\u00A2 Jason\tfirst\tvisited\tWindsor\tHouse\tin\t2005\twhen\this\tdaughter\twas\t4\tyears\told\tand\tapplying\tfor\tKindergarten.\tHe\thad\ttaught\tat\tWindsor\tHouse\tfor\t5\tyears\tat\tthe\ttime\tof\t\t 98\tthe\tinterview.\tHe\tjoined\tthe\tresearch\tdue\tto\tour\tlong-time\tfriendship.\tHe\trespects\tthe\tfact\tI\tam\tdoing\tthis\twork\tand\twants\tto\tsupport\tmy\tstudy.\t\u00E2\u0080\u00A2 Bronwen\thad\tbeen\ta\tWindsor\tHouse\tparent\tfor\t4\u00E2\u0080\u00935\tyears\tand\ta\tWindsor\tHouse\tstaff\tmember\tfor\t3\u00E2\u0080\u00934\tyears.\tShe\tchose\tto\tparticipate\tin\tthis\tstudy\tbecause\tshe\tsees\tme\tas\ta\tmember\tof\tthe\tcommunity\tand\tshe\twants\tto\tsupport\tmy\twork.\tAlso,\tthe\tlonger\tshe\tis\tat\tWindsor\tHouse,\tthe\tmore\tshe\trealizes\tthat\tthe\twork\tof\tbeing\tengaged\tin\tthe\tcommunity\tis\treally\twhat\tdemocracy\tis,\tand\tshe\tfeels\tit\tis\timportant\twork\tfor\tthe\tworld.\tSecond\tinterview\t\u00E2\u0080\u0093\tDecember\t14,\t2015.\tThree\tpeople\ttook\tpart\tin\tthis\tinterview.\tTwo\tparticipants\thad\tworked\tat\tWindsor\tHouse\tfor\tmany\tyears,\tand\tthe\tother\tone\twas\tnew\tto\tthe\tschool,\tto\tdemocratic\teducation,\tand\tto\tthe\teducation\tsystem\tin\tgeneral.\tThe\topportunity\tof\tsharing\twhy\tand\twhen\tthey\tjoined\tWindsor\tHouse\tand\tthis\tstudy\tbrought\tto\tmy\tattention\tthe\tneed\tto\texplore\tplurality,\tnot\tonly\tin\tmeaning\tand\tperspective\tbut\talso\tin\tfood\tchoices\tduring\tthe\tresearch.\t\t1. Kelley\tarrived\tat\tWinsor\tHouse\t19\tyears\tago\tas\ta\tsubstitute\tteacher\twithout\thaving\tany\tbackground\tabout\tthe\tschool.\tHe\tfelt\tconnected\twith\tthe\tway\tit\truns,\tthe\tphilosophy,\tand\tthe\troles\tteachers\tcould\ttake.\tKelley\tjoined\tthe\tfaculty\t18\tyears\tago\tand\thas\tnever\tleft.\tHe\twanted\tto\thelp\twith\tthis\tstudy\tbecause\tI\tam\tpart\tof\tthe\tcommunity,\tand\the\tfeels\the\tshould\thelp\tpeople\twho\thave\tbeen\tsupportive\tof\tthe\tcommunity.\t2. Holly\tstarted\tas\ta\tfamily\tmember\t3\tyears\tago\tafter\thaving\ta\thard\ttime\tin\tmainstream\tschools,\tand\tshe\thappened\tto\tstumble\tupon\tWindsor\tHouse.\tIn\tthe\tsecond\tyear\tshe\tjoined\tas\ta\tstaff\tmember.\tShe\tfeels\tthat\tshe\thas\tgrown\ttremendously\tfrom\ther\taffiliation.\tShe\tjoined\tthe\tstudy\tbecause\tanything\tshe\tdone\tat\tWindsor\tHouse\tthat\twas\textracurricular\tin\tnature\thas\tbeen\tamazing.\t3. Meghan,\twhen\tstudying\tand\ttravelling,\treceived\ta\tphone\tcall\tfrom\ther\tmother\t(the\tfounder\tof\tWindsor\tHouse)\tasking\ther\tto\tcome\tand\treplace\ther\tfor\ta\tlong\tperiod\tof\ttime\tbecause\tshe\twas\tsick.\tMeghan\tcame\tback\tto\tWindsor\tHouse\twithout\tthe\tintention\tof\tstaying.\tDuring\tthat\ttime,\tshe\tchallenged\tall\tthe\trules\tand\tstructure\ther\tmom\thad\tcreated\twith\tthe\tstudents\tbased\ton\ther\texperience\tgrowing\tup\tat\tWindsor\t\t 99\tHouse\tas\ta\tfree\tschool,\twhich\tover\ttime\thad\tbecome\tmuch\tmore\tstructured\tand\trules\tbased.\tThis\tencounter\tcreated\ta\tdivision\twithin\tthe\tcommunity\tthat\tled\tto\ta\tsplit:\tone\tgroup\tsupported\tof\tthe\tfree\tschool\tphilosophy\tand\tpractice,\tand\tthe\tother\tchose\tto\tgo\tback\tto\tother\tmore\ttraditional\tmainstream\tschools.\tMeghan\tadded\tthat\tshe\tcould\tnot\tteach\tin\ta\tway\tthat\tis\tcoercive.\tShe\tdid\tnot\tintend\tto\tteach\tat\tWindsor\tHouse,\tbut\tshe\thas\tcome\tto\tlove\tit.\tMeghan\tjoined\tthe\tstudy\tbecause\tshe\tloves\tdoctoral\tresearch\tabout\tWindsor\tHouse\tand\tshe\thas\thad\ta\tpersonal\tconnection\twith\tme\tthrough\tthe\tinternational\tdemocratic\tschools\tcommunity.\tThird\tinterview\t\u00E2\u0080\u0093\tDecember\t15,\t2015.\tThree\tpeople\ttook\tpart\tin\tthis\tinterview.\tTwo\tof\tthem\thave\tworked\tat\tWindsor\tHouse\tfor\tmany\tyears\tand\tthe\tother\tone\thas\tbeen\tat\tthe\tschool\tfor\tfew\tyears.\tThis\topportunity\tof\tsharing\twhy\tand\twhen\tthey\tjoined\tWindsor\tHouse\tand\tthis\tstudy\thighlighted\tthe\timportance\tof\tpersonal\tcommunication\tbefore\tthe\tofficial\tstarting\tdate\tof\tthe\tresearch.\t\t1. Linda\tdecided\tto\tjoin\tthe\tstudy\tafter\tseveral\tgood\tconversations\tshe\thad\twith\tme.\tShe\tis\texcited\tabout\tme\tdoing\tdoctoral\tresearch\tinvolving\tWindsor\tHouse.\tShe\tthinks\tthat\tthe\tresearch\tcould\thelp\tWindsor\tHouse\tbecause\tthe\tparticipants\tbenefit\tthe\tmost.\t2. Helen,\tthe\tfounder\tof\tWindsor\tHouse,\twas\tdelighted\tto\tbe\tpart\tof\tthis\tstudy\tbecause\tshe\tfeels\tthat\tanything\tthat\tI\tam\tdoing\tis\timportant.\tWe\thave\tknown\teach\tother\tfor\tmore\tthan\t10\tyears\tat\tthe\ttime\tof\tthe\tinterview.\tHelen\tfounded\tthe\tschool\tfor\ther\tdaughter\twho\tdid\tnot\tdo\twell\tin\tthe\tmainstream\tsystem.\t\t3. Andre\twanted\tto\tsupport\tthis\tresearch\tbecause\the\thas\tbeen\tinvestigating\tdemocratic\teducation\tand\tadvocating\tfor\tdemocratic\teducation.\t\tFourth\tinterview\t\u00E2\u0080\u0093\tDecember\t17,\t2015.\tThree\tpeople\ttook\tpart\tin\tthis\tinterview.\tAll\tthree\tparticipants\thave\tworked\tat\tWindsor\tHouse\tfor\tseveral\tyears\tand\tarrived\tfor\tdifferent\treasons.\tThis\tstudy\tand\tthe\topportunity\tof\tsharing\twhy\tand\twhen\tthey\tjoined\tWindsor\tHouse\tallowed\tthem\tto\tfind\tshared\tperspectives\tand\tclarify\texpectations.\t\t1. David\tarrived\tat\tWindsor\tHouse\twhen\the\twas\t11\tyears\told\tafter\ta\tlong\tjourney.\tHe\thated\tschool,\tleft\this\tfirst\tschool,\ttried\tother\tschools,\thomeschooled\t(informally),\t\t 100\ttried\tmore\tschools,\tand\teventually\tfound\tWindsor\tHouse.\tSince\tarriving,\tin\tsome\tways\the\thas\tnever\tleft\tWindsor\tHouse;\tafter\the\tgraduated,\the\treturned\tto\tapply\tfor\ta\tWinsor\tHouse\tposition\u00E2\u0080\u0094and\tgot\tit.\tWhat\tbrought\thim\tback\twas\tthe\tfeeling\tthat\the\twanted\tto\thelp\tkids\thave\tthe\tsame\tpowerful,\twonderful,\tand\ttransformative\texperience\tthat\the\thad\tas\ta\tkid.\tHe\tjoined\tthe\tWindsor\tHouse\tstaff\tin\tSeptember\t2011\tand\thas\tworked\tfull\ttime\tever\tsince.\tHe\twas\thappy\tto\tparticipate\tin\tthis\tstudy\tbecause\the\twants\tto\tbetter\tunderstand\tWindsor\tHouse,\tas\twell\tas\tother\tdemocratic\tschools\tin\tgeneral.\tHe\tthinks\tthe\tmovement\tof\tchild-centred\teducation\tcan\tlearn\ta\tlot\tfrom\titself\tand\tit\tneeds\tto\tdo\tthis\tlearning\tbefore\tit\tcan\tgrow\tto\tbecome\tmore\tmainstream.\t2. Ray\tfelt\the\twas\tfortunate\tthat\tthe\tGulf\tIslands\tschool\tdistrict\tchose\tto\taccept\tWindsor\tHouse\tinto\ttheir\tgroup\tbecause\tafter\tleaving\tthe\tGulf\tIslands\the\twas\table\tto\tfind\ta\tposition\tat\tWindsor\tHouse,\ta\tcircumstance\tfor\twhich\the\tis\teternally\tgrateful.\tHis\ttime\tat\tthe\tschool\thas\thelped\thim\tgrow\ton\tmany\tlevels.\tHe\tstarted\tat\tthe\tschool\tabout\t4\tyears\tago.\tHe\ttook\tpart\tin\tthe\tstudy\tbecause\the\twas\tasked\tby\ta\tperson\the\tsensed\twas\tdedicated\tand\tbecause\the\twanted\tto\trepresent\tthe\tdiversity\tof\tthe\tstaff.\t3. Tina\twas\tlooking\tfor\ta\tbetter\tenvironment\tfor\ther\t13-year-old\tson\twho\tdid\tnot\tfit\tthe\tmainstream\tschool\tsystem.\tThey\thad\talready\ttried\thomeschooling\tand\tfound\tthat\twas\tnot\ta\tgood\tfit\teither.\tShe\tcame\tto\tthe\tschool\tas\ta\tparent\tin\t2007\tand\tdid\tthe\tparent\tparticipation\tthing\tso\twell\tthat\tthey\tasked\tto\thire\ther\tas\tan\teducation\tassistant\tin\t2010.\tShe\tworked\tas\tan\teducation\tassistant\tfor\ta\tcouple\tyears\tand\tthen\tthey\thired\ther\tas\tthe\tschool\u00E2\u0080\u0099s\tlife\tcoach\tin\t2012.\tShe\tnow\tworks\tpart\ttime\tas\tan\teducation\tassistant\tand\tpart\ttime\tas\ta\tlife\tcoach,\tmentoring\tstaff\twith\ttheir\tcoaching\tapproach\tto\teducation,\tteaching\tnew\tstaff\tthe\tcoaching\tapproach,\tand\toffering\tcoaching\tworkshops\tto\tthe\twider\tcommunity.\tFifth\tinterview\t\u00E2\u0080\u0093\tJanuary\t11,\t2016.\tThree\tpeople\tattended\tthis\tinterview.\tAll\tthree\tof\tthem\thave\tworked\tat\tWindsor\tHouse\tfor\tfew\tyears.\tThis\tstudy\tand\tthe\topportunity\tof\tsharing\twhy\tand\twhen\tthey\tjoined\tWindsor\tHouse\tbrought\tto\tmy\tattention\tthe\tfact\tthat\tonly\tthree\tof\tthe\tparticipants\trefer\tto\tthemselves\tas\tteachers.\t\t\t 101\t1. Corin\tsaid\ther\tchildren\tcame\tto\tthe\tcommunity\tfirst.\tShe\tfollowed\ther\tchildren\tbut\tknew\tseveral\tpeople\tfrom\tthe\tcommunity\tfor\tmany\tyears,\tso\tthe\tschool\twas\tnot\tnew\tto\ther.\tCorin\thad\ttaught\tat\tWindsor\tHouse\tfor\t3\tyears\tat\tthe\ttime\tof\tthe\tinterview.\tShe\tdecided\tto\tjoin\tthe\tstudy\tbecause\tshe\talso\tdid\tsome\tresearch\ton\tthe\tschool\tand\tis\thappy\tto\treturn\tthe\tfavour\tby\tparticipating.\t2. Ellen\tfirst\theard\tabout\tthe\tWindsor\tHouse\tSchool\tfrom\ther\thigh\tschool\tfriend,\twho\twas\tsending\ther\ttwo\tchildren\tto\tWindsor\tHouse.\tThey\thad\tmany\tphilosophical\tconversations\tthat\tpiqued\tEllen\u00E2\u0080\u0099s\tinterest.\tThen\tshe\tattended\ta\treconciliation\tconference,\twhere\tshe\tmet\tMeghan\t(the\tprincipal).\tAt\tthat\tconference\tMeghan\tand\tEllen\ttalked\tabout\tscience\teducation\tin\ta\tbroader\tperspective,\tincluding\tEllen\u00E2\u0080\u0099s\tcosmology\tstudies\tand\ther\tculturally\tbased\tmath\tand\tscience\twork\twith\ta\tFirst\tNation\tcommunity.\tMeghan\tthen\tinvited\tEllen\tto\tvisit\tWindsor\tHouse.\tA\tyear\tlater,\twhen\tthere\twere\tchanges\tin\ther\tschool\tdistrict,\tEllen\tvisited\tthe\tschool\tand\tjoined\ta\tWindsor\tHouse\tovernight\tcommunity\tcamping\ttrip,\twhich\tmade\tthe\tfinal\tconnection.\tShe\tdecided\tto\tjoin\tthis\tstudy\tbecause\tshe\tthinks\tit\tis\tinteresting.\t\t3. Kristen\tcame\tto\tWindsor\tHouse\tafter\tleaving\ther\tprevious\tteaching\tposition\tas\tshe\twas\tlooking\tto\tteach\toutdoor\teducation.\tA\tseries\tof\tevents\tled\ther\tto\tMeaghan,\twho\tmentioned\tthat\tWindsor\tHouse\twas\thiring,\tso\tshe\tjoined\tthe\tschool.\tShe\tdid\tnot\tcome\twith\tany\tbackground\tof\tdemocratic\teducation;\tshe\thad\tonly\ttaught\tin\ttraditional\tmainstream\tschools.\tAt\tthe\ttime\tof\tthis\tstudy\tshe\twas\tin\ther\tfirst\tyear\tteaching\tat\tWindsor\tHouse,\tbut\tshe\thad\tmany\tyears\tteaching\tin\tmainstream\teducation\tprior\tto\tthat.\tShe\tdecided\tto\tjoin\tthe\tstudy\tbecause\tshe\tthought\tit\twas\ta\tgood\tway\tfor\ther\tto\tparticipate,\tas\tshe\twas\tnew\tto\tthe\tschool\tcommunity.\tShe\tfelt\tit\twas\ta\tway\tto\tget\tto\tknow\tpeople\tmore,\tand\tshe\tdid\tnot\thave\tmuch\teducation\tor\texperience\tin\tdemocratic\teducation.\tShe\tfelt\tthe\tstudy\twas\ta\tgood\tway\tfor\ther\tto\tenter\tinto\tthe\tconversation.\tIngredients\tare\tready\tfor\tour\tcooking.\tTo\tsummarize\tthis\tchapter,\trather\tthan\tfocusing\ton\tmethodologies\tonly,\tI\tchose\tto\tpresent\tthe\tmethodologies\tas\tthe\tpaths\twe\ttook\ttogether\ton\tour\tquest\tto\tcollaboratively\tcreate\tmeaning.\tBy\tdoing\tso,\tthis\tchapter\tprovided\ta\tsense\tof\twhat\tskills\tand\ttools\tsupported\tthe\tparticipants\tand\tme\tduring\tthe\tstudy.\tIn\tthe\t\t 102\tnext\tchapter,\tI\treview\tthe\tdetails\tand\texamples\tof\tparticipants\u00E2\u0080\u0099\tlife\texperiences\tfrom\tthe\tstudy\tprocess\tof\twhat\thappened.\t\t\t 103\tChapter\t5:\tI\tAm\tHere\tWith\tYou\t\t\t\t\tFigure\t6.\tHospitality.\tPhoto\tby\tOfira\tRoll.\t\t\t\t\u00E2\u0080\u009CWhat\tis\tmore\timportant\tis\tto\tlive\tthe\tlife\tof\tinquiry\tin\tthe\tliminal\tmessy\tspaces\tbetween\tthe\troles,\tactivities,\tand\tsites\tof\twho\tI\tam\tprofessionally\tand\tpersonally\u00E2\u0080\u009D\t(Irwin,\t2006,\tp.\t79)\t\t\t \t\t 104\tI\tam\tcrying\tthe\tpain\tof\tkilling\tand\tdying\taround\tme.\tI\tam\tcrying\tthe\tflags\tthat\task\tto\tseparate\tus.\tI\tam\tcrying\tthe\twalls\tthat\tdivide\tus\tfrom\tthem.\tI\tam\tcrying\tthe\tfear\tof\tnot\tknowing\thow\tto\tbring\tus\ttogether.\tI\tam\tcrying\tthe\tlack\tof\ttogetherness\tand\ttrust.\tI\tam\tcrying\tthe\tmoney\tbefore\thearts.\tI\tam\tcrying\tthe\tabsence\tof\tsense\tof\tbelonging\tto\thuman\ttribe.\tI\tam\tcrying\tthe\tfight\tover\twho\towns\tthe\thummus.\tI\tam\tcrying\tthe\tneed\tto\tlive\tone\ttruth.\tI\tam\tcrying\tthe\tego\tfights\tover\townership.\tI\tam\tcrying\tthe\tfear\tof\tencountering\tchanges.\tI\tam\tcrying\tthe\tpain\tof\tmothers\tgiving\tbirth\tand\tlosing\ttheir\tchildren\tto\twar.\tI\tam\tcrying\tthe\tpersonal\tcry\tthat\tgoes\tthrough\tlayers\tof\tdetails.\t\tI\tam\tcrying\tthe\tcry\tthat\tneeds\tto\tbe\tcried.\tI\tam\there,\twith\tyou,\tat\thome\tand\tfar\tfrom\thome.\tI\tam\there,\twith\tyou,\twishing\tfor\ta\tpause.\tI\tam\there,\twith\tyou,\twanting\tto\tremember\tthat\tour\tvoices\tmatter.\tI\tam\there,\twith\tyou,\tlooking\tin\tthe\teyes\tof\tplurality.\tI\tam\there,\twith\tyou,\tnot\tknowing\twhat's\tnext.\tI\tam\there,\twith\tyou,\tcoming\tfrom\tthe\theart.\tI\tam\there,\twith\tyou,\thoping\tfor\tmore\tvoices\tand\tless\twars.\tI\tam\there\twith\tyou\tto\tinquire\tinto\tour\tliminal\tmessy\tspaces.\tI\tam\there,\twith\tyou,\tto\tlisten\tto\tyour\tstories.\tI\tam\there,\twith\tyou,\tto\tshare\twith\tyou\tmy\tstory.\tI\tam\there,\twith\tyou.\tAre\tyou\twith\tme?\t\t\t \t\t 105\tWhen\tI\twas\tasked\tto\tjoin\ta\tpanel\tnamed\tIsrael,\tCanada,\tand\tMe\tin\tthe\tage\tof\tTrump,\tI\twas\tnot\tprepared\tto\tcry.\tPosters\tof\tthe\tevent\twere\tup\taround\tthe\tcity,\twaiting\tto\tbe\tseen.\tAn\tarticle\twas\tpublished\tin\tthe\tJewish\tIndependent\tCanada\tnewspaper\twith\tall\tpanellists\u00E2\u0080\u0099\tnames.\tI\tfelt\tprepared.\tHowever,\tthe\tnight\tbefore\tthe\tpanel\tI\tbegan\tto\tfeel\tdifferent.\tWhile\tputting\tmy\tthoughts\tin\twriting\tfor\tthe\tpanel,\tI\tended\tup\tcrying\u00E2\u0080\u0094crying\tthe\tpoem\tthat\tbegan\tthis\tsection.\tIn\tthis\texperience\tI\trealized\tthe\timportance\tof\treflexive\tliving\tinquiry\tand\thow\thard\tit\tis\tto\tstay\topen\tand\tinviting,\tto\twelcome\tdialogue\twith\tpeople\twho\tperceive\tdemocracy,\thuman\trights,\tand\tfreedom\tof\tspeech\tdifferently\tthan\tI\tdo,\tas\tif\tthe\ttopic\twas\talmost\tnot\tthe\tcore\tof\tour\tencounter\tbut\tthe\tencounter\titself.\tThis\trelates\tto\tthe\tencounter\tof\tour\tplurality,\tas\tmentioned\tin\tthe\topening\tquote\tof\tthis\tchapter,\t\u00E2\u0080\u009Cin\tthe\tliminal\tmessy\tspaces\tbetween\tthe\troles,\tactivities,\tand\tsites\tof\twho\tI\tam\tprofessionally\tand\tpersonally\u00E2\u0080\u009D\t(Irwin,\t2006,\tp.\t79).\tIt\tis\talso\tthe\tencounter\tof\tour\tontologies,\tthat\tis,\teach\tattendee\u00E2\u0080\u0099s\tbeliefs\tabout\treality\tbefore\twe\teven\tstart\tthe\tconversation.\tI\tcame\tto\trealize\tthat\tcoming\tto\thave\ta\tcomplicated\tconversation\tabout\tsuch\ta\tloaded\ttopic,\tas\tpolitics,\twithout\tunderstanding\tthe\trange\tof\tviews\twe\thold\tabout\treality\tin\tthat\thall\tmight\tlimit\tour\tability\tto\tlisten\tto\teach\tother.\tIt\twas\tcrucial\tto\tremind\tourselves\tthat\treality\tis\tnot\tbinary.\tThe\tattendees\tin\tthe\thall\tcould\tnot\tbe\tdivided\tinto\tcommon\tsimple\tdivision\tof\tthem\tand\tus.\tAlthough\tthere\twas\tsuch\ta\tfeel\tin\tthe\thall,\tthere\twere\tdefinitely\tmultiple\tontologies\tin\tthe\thall.\tIn\tthe\tmoment\tthough,\tit\tcould\tbe\tperceived\tas\tif\tthe\thall\tcould\tbe\tdivided\tinto\tthose\twho\tcame\tfrom\tthe\trealism\tontology\tand\tthose\twho\tcame\tfrom\tthe\trelativism\tontology.\tBy\tclaiming\tthat,\tI\tsuggest\tthat\tthere\twere\tattendees\twho\tperceived\treality\tas\ta\tcollection\tof\tfacts\tand\ttruth\tthat\tcould\tbe\tdeemed\tto\tbe\tright\tand\twrong.\tThose\tindividuals\tmay\tembrace\ta\trealism\tontology.\tOn\tthe\tother\thand,\tsome\tattendees\tperceived\treality\tas\tless\tdefined\tand\tmore\trelatively\tin\tflux.\tThose\tindividuals\tmay\ttend\ttoward\ta\trelativism\tontology.\tHowever,\tthere\twere\tattendances\ton\tthe\twhole\tspectrum\tbetween\tthese\ttwo\tontologies.\tIn\tthat\tcase,\tfrom\tmy\tpersonal\texperience\twithin\tconflict\tzones,\tcomplicated\tconversations\tcould\tswitch\tquickly\tto\tblaming\tthat\tinvolve\tterms\tsuch\tas\tlies,\tblindness,\tor\tirresponsibly,\tsince\tpeople\ttruly\texperience\treality\tdifferently.\tIn\tmy\texperience,\twhile\tpeople\tare\tnot\taware\tof\tand\topen\tto\ta\tdifferent\tset\tof\tbeliefs\tabout\treality,\tit\tis\tnearly\timpossible\tto\tbridge\tlistening\tand\tsharing\tplurality\tin\ta\tsafe\tspace.\t\t\t 106\tThe\tinvitation\tto\tjoin\tthis\tpanel\twas\tan\tinterruption\tfor\tme\tyet\tit\toffered\tme\tan\topportunity\tto\tthink\tbeyond\ta\tpersonal\tsphere.\tAt\tthe\tsame\ttime,\tI\tfelt\tit\twas\tan\tinvitation\tto\texplore\tan\tenhanced\tmeaning\tof\tdialogue\tin\ta\tdemocratic\tsetting,\twhile\tbeing\tchallenged\ton\ta\tpersonal\tlevel\tin\tthe\tcontext\tof\tthe\tconflict\tthat\tI\tcome\tfrom,\tthat\tis,\tthe\tPalestinian\tand\tIsraeli\tconflict.\t\tThe\tsecond\tinterruption\tarrived\tthe\tnight\tbefore\tthe\tpanel,\twhen\tall\tparticipants\twere\tnotified\tthat\tthe\tevent\twould\tneed\tto\tbe\tpatrolled\tby\tpolice\tofficers\tbecause\ta\tright-wing\tgroup\tplanned\tto\tinterrupt\tthe\tevent.\tInterruption\tafter\tinterruption\tcalls\tfor\tour\tadaptations.\tThe\tevent\tinterrupted\tme\tin\tdifferent\tways.\tIn\tthe\tprocess\tof\tplanning\tthe\tevent,\tcreating\tthe\tadvertisement\tfor\tthe\tevent,\tand\tthen\tparticipating\tin\tthe\tevent,\tthere\twere\topportunities\tfor\tme\tto\tre-live\tthe\tquestions\tand\tchallenges\tthis\tstudy\texplores.\tThis\texperience\tafforded\tme\tan\topportunity\tto\treconsider\tmy\tunderstanding\tof\tlistening\tin\tthe\tWindsor\tHouse\tenvironment.\tIn\ta\tway,\tit\tfelt\tlike\ta\tcall\tfrom\thome,\twhere\tdialogue\tis\tdesired\tby\tmany\tand\tyet\tfeels\tout\tof\treach.\tThe\texperience\twas\tasking\tme\tto\tcreate\tbridges\tfor\texperiencing\thospitality\tin\ta\tdeep\tsense\tof\trelation\twith\tothers.\tI\texperienced\thospitality\twhen\tI\tbecame\ta\tstranger\tyet,\tironically\tfeeling\twelcome\tto\tbegin\tagain\tin\ta\tdemocratic\tway.\tThis\tdiscussion\tof\tthe\tpanel\tlinks\tback\tto\tthis\tstudy,\twhere\tI\twas\tcalled\tto\tlisten\tand\tbe\twith\tall\tparticipants\tdespite\tour\tdifferences\tand\tinterruptions.\tI\tstrove\tto\tremain\taware\tthat\twe\tarrive\tfrom\tdifferent\tontologies,\tterms,\tand\tvalues,\talthough\twe\tmay\tbe\tperceived\tas\ta\thomogeneous\tgroup\twith\tclear\tboundaries.\t\tThis\tsection\tconveys\tthe\tsense\tof\tthe\tinquiry\tthat\ttook\tplace\tthroughout\tthis\tstudy.\tThe\tthemes\tgrew\torganically\tfrom\tparticipating\tin\tthe\tstudy,\tlistening\tto\taudio\tfiles,\twatching\tvideos\tfrom\tthis\tstudy,\tand\tfrom\tmy\tpersonal\treflexive\tinquiry.\tThe\tthemes\tspan\tgatherings\tand\tinterviews.\tI\tnamed\tthe\tthemes\tafter\treflecting\tupon\tparticipants\u00E2\u0080\u0099\tcomments,\treadings,\tand\tmy\texperiences\tas\ta\tresearcher.\tI\tbegan\tthe\tanalysis\tprocess\tby\tlistening\tto\tthe\tinterviews\tand\tthe\tvideos,\twhich\tI\tthen\ttranscribed.\tI\tcontinued\twith\tcolour\tcoding\tof\tthe\ttranscript,\tpaying\tattention\tto\tdifferent\tthemes\tthat\temerged\tin\tthe\tmaking\tof\tmeaning.\tI\tviewed\tthis\tprocess\tas\ta\tspiral,\tas\tmy\tanalysis\trepeatedly\tbrought\tme\tto\ta\tpoint\tthat\tI\trealized\tI\tneeded\tto\treturn\tback\tand\tcontinue\tdifferently.\tThen,\tafter\tending\tup\twith\tfar\ttoo\tmany\tthemes,\tI\ttried\tto\tcreate\tan\tumbrella\tcoding,\tone\tthat\tincluded\tseveral\trelated\t\t 107\tthemes.\tAt\tthat\tstage\tof\tthe\tprocess,\tI\trealized\tthe\tthemes\twere\tnot\tlinear\tbut\trather\tcrossed\tmeetings\tand\tinterviews.\tEach\ttheme\ttells\tdifferent\tyet\tconnected\tstories.\tThere\tis\tno\tclear\tdivision\tbetween\tthemes.\tIn\tthe\tprocess\tof\tsewing\tthis\tquilt\tof\tthemes\ttogether\tin\tcreating\tthe\tstory\tof\tthis\tstudy,\tI\tcame\tto\tterms\twith\tthe\tnotion\tof\ttension\tthat\tBiesta\t(2015b)\toffers,\tthat\tis,\tthe\ttension\tthat\texists\tbetween\tbeing\tin\tthe\tworld\twithout\tdestroying\tthe\tworld\tor\twithdrawing\tfrom\tit.\tHow\tone\tanalyzes\tthe\tcollected\tstories\tand\tthen\tre-presents\tthem\tin\ta\tthesis\tis\talso\tabout\tbeing\twith\tthe\tstories\tand\tfinding\tways\tto\tengage\twith\tthem,\twhile\tnot\tdestroying\tthem.\tSteeping\tin\tthis\ttension\ttakes\tcourage,\tas\tit\tforces\tone\tto\tencounter\tthe\twork\tof\tfrustration\tand\tresistance.\tThis\tis\tthe\tmiddle\tground\tbetween\tthese\ttwo\tends,\twhich\tBiesta\t(2015b)\tcalls\t\u00E2\u0080\u009Cexist[ing]\tin\tthe\tworld\tin\ta\tgrownup\tway\u00E2\u0080\u009D\t(5:06).\tThe\ttwo\tends\tare\tthe\tdestroying\tmode\t(in\tthe\tname\tof\tone\u00E2\u0080\u0099s\tdesires)\tand\tthe\twithdrawing\tmode\t(which\tleads\tto\tself-destruction).\tThe\tfrustrating\tground\tis\tthe\tgatherings\tand\tfeasts\tbecause\tparticipants\thad\tto\tgo\tthrough\tand\tengage\twith\tresistance\t(Biesta,\t2015c).\tAt\ttimes,\tmoments\toccurred\tat\tthe\tgatherings\twhen\tfrustrations\tarose\tand\tcould\tdestroy\tthe\testablishment\tof\tdialogue.\tAlthough\tthese\tmoments\tof\tencounters\tand\tconflict\tare\tthe\theart\tof\tdemocratic\tdialogue,\tthe\tfear\tof\twithdrawing\tor\tdestroying\twas\tpresent.\tBickford\t(1996),\twho\texplores\tthe\tprocess\tof\tlistening\tin\ta\tpluralistic\tdemocracy,\tasserts\tit\tis\tnot\tabout\treaching\tconsensus\tbut\trather\tstaying\tin\tthe\tspace\tof\tlistening\tand\thaving\tdifferences.\tIt\tis\timportant\tto\tdo\tso\tin\tsuch\ta\tway\tthat\tanother\tconversation\tis\tpossible.\tIn\tthat\tsense,\tdialogue\tis\talways\tin\tthe\tmaking\tand\tcan\tnever\tbe\tdeclared.\tFortunately,\tthroughout\tthe\tinterviews\tand\tgatherings,\tno\tparticipants\tchose\tto\twithdraw\tfrom\tthe\tresearch,\tThe\tparticipants\tgathered\ttogether\tto\tcreate\tencounters\tof\tself\tand\tthe\tworld,\twhich\tresulted\tin\tthe\tthemes\tdiscussed\tin\tthe\tsection\tthat\tfollow.\t\tAnd\tthe\tstory\tbegins.\t\tIndividual,\tCollective,\tand\tDemocratic\tFrom\tthe\tperspective\tof\tdemocratic\teducation,\tthe\tcommonly\tused\tdiscourse\tof\t\u00E2\u0080\u0098control\u00E2\u0080\u0099\tin\teducation\tamong\tpolicymakers\tand\tpoliticians\tmay\tbe\tperceived\tas\ta\t\t 108\tnondemocratic\tact.\tWhile\tin\tmainstream\teducational\tenvironments\tthere\tis\tan\tattempt\tto\tmeet\tthese\tstandards,\tthat\tis,\tthe\tdesire\tof\tachieving\tspecific\tinput\tand\toutput\tgoals,\tin\tdemocratic\teducation\tit\tis\tthe\tother\tway\taround.\tA\tcontrolled\tenvironment\tis\tnot\tencouraged\tand\tis\toften\tcriticized.\tAlthough\tmainstream\teducation\tmay\tor\tmay\tnot\tachieve\tthese\tinput\tand\toutput\tgoals,\tit\tremains\ta\tdesirable\tambition\t(Biesta,\t2010).\tOn\tthe\tcontrary,\tin\tdemocratic\teducation,\tthe\tdiscourse\tis\taround\tindividuals\u00E2\u0080\u0099\tneeds,\ttheir\tways\tof\trelating\tto\tand\tconnecting\twith\teach\tother\tas\ta\tcollective,\tand\thow\tit\tall\tcomes\ttogether\twith\tthe\tassistance\tof\ta\tdemocratic\tstructure.\tFrom\tmy\tperspective,\tWindsor\tHouse\toffers\ttime\tfor\tindividuals\tto\tbe\tpresent\twithout\trushing\tinto\tseeding\tthoughts.\tIt\tis\ta\tschool\tenvironment\tthat\tis\tnot\texcessively\tbusy\twith\ttransmitting\tknowledge,\tbut\trather,\tis\tconcerned\tabout\tindividuals\tfinding\ttheir\town\tpath.\tAs\tHelen\tshared\twith\tCorin\tat\tthe\tsecond\tgathering:1\t\tMy\tformal\tschooling\twas\tuseless,\tor\tworse\tthan\tuseless,\tand\tmy\tteacher\ttraining\twas\ta\tjoke,\tso\tmy\treal\tlearning\thappened\tat\tWindsor\tHouse\t\u00E2\u0080\u00A6\twhat\tI\tlearn\tmore\tand\tmore\tis\tthat\tit\tdepends.\tEverything\tdepends,\tright?\tSo\tif\tyou\tget\tto\twork\twith\tthe\tkids\twho\tsay\tthey\twant\tto\tmake\ta\tfilm,\tbut\tin\tfact,\tthe\ttruth\tis\tthat\tthree\tof\tthem\twant\tto\tmake\tfilm,\ttwo\tof\tthem\tdo\tnot\twant\tto\tbe\tleft\tout,\tand\tone\tof\tthem\tdoes\tnot\twant\tto\tdo\tit\tat\tall,\tbut\tthere\tis\tsome\tpressure,\tsomewhere\t\u00E2\u0080\u00A6\tso\tyou\tare\tlucky\tif\tyou\tget\tthe\ttruth,\twhere\tthree\tout\tof\tsix,\tactually\twant\tto\tdo\tit.\tThat\u00E2\u0080\u0099s\tthe\thard\twork\tat\tWindsor\tHouse\t\u00E2\u0080\u00A6\tthat\u00E2\u0080\u0099s\twhy\tI\tthink\tWindsor\tHouse\tteachers\twork\tharder\tthan\tanybody\telse.\tYou\tcan\u00E2\u0080\u0099t\tjust\tstand\tand\tdeliver.\tWhich\tis\twhat\tI\tdid\twith\t45\tkids\tin\tthe\tregular\tsystem.\tI\tjust\tstood,\tdelivered,\tand\tif\tthey\tgot\tit,\tgood.\tIf\tthey\tdid\tnot,\tI\ttested\tthem\tall\tand\teverything.\u00E2\u0080\u00A6\tThere\tare\tthose\twho\tdon\u00E2\u0080\u0099t\twant\tto\tdo\tanything,\tand\tthat\u00E2\u0080\u0099s\tis\tsuch\ta\tdifficult\tthing\tfor\tme\tto\twork\twith.\t[It\u00E2\u0080\u0099s]\tso\thard,\tbecause\tI\tso\tmuch\twant\tthe\tchildren\tto\tproduce\tsomething,\tso\twe\tcan\tsay,\t\u00E2\u0080\u009CSee,\tWindsor\tHouse\tworks,\tright?\u00E2\u0080\u009D\tAs\tHelen\tstated,\tthe\tneeds\tof\teach\tstudent\tin\tthe\tgroup\trequires\tcareful\tlistening.\tMy\tencounters\twith\tthe\tWindsor\tHouse\tcommunity\tgave\tme\tan\topportunity\tto\tconsider\tindividual\tneeds\tfrom\ta\tmore\tholistic\tviewpoint\tand\twith\ta\tmore\tthoughtful\tapproach.\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t1\tThe\tdescriptions\tinclude\tsharing\tdata\tfrom\tdifferent\tgatherings\tand\tinterviews.\tThe\tdata\tare\tpresented\tby\ttheme,\tnot\tshared\tin\tchronological\torder.\t\t 109\tReflecting\tback\ton\tmy\tlived\texperience,\tI\trealize\tthat\tmost,\tif\tnot\tall,\tof\tthe\tcollaborations,\tcommunities,\tand\tgroups\twith\twhom\tI\twas\tinvolved\twere\tbuilt\ton\tthe\tfoundations\tof\tcollective\tfaith\tand/or\tcollective\tneeds,\tvalues,\tand\tthoughts,\trather\tthan\ton\tthose\tof\tindividuals.\tThis\trealization\twas\tone\tof\tmy\t\u00E2\u0080\u0098aha\u00E2\u0080\u0099\tmoments\tin\tthis\tjourney\twith\tWindsor\tHouse.\tKnowing\tthat\tthoughts\tare\tan\timportant\tcomponent\tin\tthe\tprocess\tof\tindividual\tand\tcollective\tbecoming,\tit\tis\tnecessary\tto\tprovide\tspace\tand\ttime\tfor\tthoughts\tto\tbe\tprocessed\tindividually\tand\tcollectively.\tAs\tBohm\t(2004)\telaborates:\t\tThe\ttrouble\tis\tthat\tsome\tof\tthose\tresults\tthat\tthought\tproduces\tare\tconsidered\tto\tbe\tvery\timportant\tand\tvaluable.\tThought\tproduced\tthe\tnation,\tand\tit\tsays\tthat\tthe\tnation\thas\tan\textremely\thigh\tvalue,\ta\tsupreme\tvalue,\twhich\toverrides\talmost\teverything\telse.\tThe\tsame\tmay\tbe\tsaid\tabout\treligion.\tTherefore,\tfreedom\tof\tthought\tis\tinterfered\twith,\tbecause\tif\tthe\tnation\thas\thigh\tvalue\tit\tis\tnecessary\tto\tcontinue\tto\tthink\tthat\tthe\tnation\thas\thigh\tvalue.\tTherefore\tyou\u00E2\u0080\u0099ve\tgot\tto\tcreate\ta\tpressure\tto\tthink\tthat\tway.\tYou\u00E2\u0080\u0099ve\tgot\tto\thave\tan\timpulse,\tand\tmake\tsure\teverybody\thas\tgot\tthe\timpulse,\tto\tgo\ton\tthinking\tthat\tway\tabout\this\tnation,\this\treligion,\this\tfamily,\tor\twhatever\tit\tis\tthat\the\tgives\thigh\tvalue.\tHe\u00E2\u0080\u0099s\tgot\tto\tdefend\tit.\t(p.\t10)\tBohm\t(2004)\tclarifies\tthe\troles\tof\tcollective\tthoughts\twithin\tindividual\tthoughts.\tHe\tclaims\tthat\tdefending\tcollective\tthoughts\tmay\tmake\tone\tdefend\t\u00E2\u0080\u009Ca\tlot\tof\tthings\tyou\twould\trather\tnot\taccept\tby\tsaying\tthey\tare\twrong\u00E2\u0080\u009D\t(Bohm,\t2004,\tp.\t10).\tBohm\u00E2\u0080\u0099s\t(2004)\tclarification\tshed\tlight\ton\tpractices\tregarding\tindividual\tand\tcollective\tthoughts\tin\tthe\tWindsor\tHouse\tcommunity.\tMainstream\teducation\u00E2\u0080\u0099s\tmain\tfocus\tis\tpreparation\tto\tactively\tjoin\tthe\tdominant\tculture.\tWithin\tWindsor\tHouse,\tthe\tsituation\tis\talmost\tthe\topposite,\tin\twhich\tindividual\tthoughts\treceive\tthe\ttime\tand\tspace\tthey\tneed.\tAt\tWindsor\tHouse,\tcommunity\tmembers\tand\tstaff\tprovide\tthe\ttime,\tspace,\tand\trespect\tto\tindividual\tthoughts\tand\tneeds\tfor\teach\tmember\tin\tthe\tcommunity.\tThus,\tindividuals\treflect\tand\texplore\tupon\ttheir\tway\tin\tthe\tworld\tbefore\tthey\twork\twith\tothers\tto\tcreate\ttheir\tcollective\tthoughts\tknown.\tDoing\tso\tbrings\tto\tattention\tan\timportant\tquestion:\tDo\tcollective\tthoughts\texist\tindependently,\tor\tdo\tthey\tinterrupt\tindividual\tthoughts\tonce\tthey\tare\tbrought\tto\tour\tattention?\tI\tfind\tthis\tquestion\tto\tbe\timportant\tbecause\tI\tbelieve\tthat\tavoiding\tthe\tdiscussion\tabout\tthe\texistence\tand\tinfluence\tof\tcollective\tthoughts\tmight\tbe\ta\trisky\tact,\tas\t\t 110\tavoiding\tthe\tinfluences\tof\tthe\tcollective\tthoughts\tdoes\tnot\ttake\tthose\tthe\tinfluences\taway.\tThus,\tit\tis\tcritical\tto\tbring\tall\tthoughts\tand\ttheir\tinfluences\tto\tindividual\tand\tcollective\tawareness.\tThis\trealization\talso\tbrought\tme\tto\tthink\tabout\thow\trespect\tand\ttrust\ton\ta\tpersonal\tlevel\tare\tessential\tfor\tpeople\u00E2\u0080\u0099s\tgrowth.\tI\trealized\tthe\timportance\tof\tcoming\tfrom\tthe\tindividual\tperspective\tfirst,\tholding\tthis\tspace\tfor\teach\tone\tof\tthe\tstudents\t(and,\tat\ttimes,\tfor\tthe\teducators\tand\tfamily\tmembers\ttoo),\tand\tonly\tlater\tmoving\tto\tthe\tcollective\tneeds\tand\tthoughts.\tAs\tHolly\tshared\tduring\ther\tfirst\tinterview:\t\tI\tam\treally\tquiet\tand\tintroverted\tand\tsensitive,\tand\tthe\tcommunity\troom\tis\treally\tbig\tfor\tbeing\tthat\tway\t\u00E2\u0080\u00A6\tI\tstepped\tinto\tbig\tthing\tthat\tI\tdid\tnot\tcreate\tit\t(it\twas\tTina).\tIt\twas\ta\tbig\tthing\tthat\tpassed\ton.\tIt\twas\twild\tand\tcrazy,\tand\tI\tdid\tit.\tI\twould\tnot\ttrade\tit\tfor\tthe\tworld.\tIt\tmade\tme\tgrow\tso\tmuch\tas\ta\tperson.\tI\tdid\tit,\tand\tagain,\tI\twould\tnot\ttrade\tit.\tIt\twas\treally\tpowerful.\tI\thave\tnever\tgrown\tmore\tin\tmy\tlife,\tprobably\tin\tthese\tcouple\tof\tyears\tthen\tI\thave\tever\tbefore,\tmaybe\twhen\tI\twas\tinfant,\tI\tgrew\tso\tmuch.\t\tI\tasked\tHolly,\t\u00E2\u0080\u009CWhat\thave\tbeen\tyou\tasked?\tCreate\tboundaries?\tCreate\tsafe\tspace\tfor\tdifferent\tvoices?\u00E2\u0080\u009D\tHolly\tcontinued:\t\t[I\thave]\tdevelop[ed]\tawareness\tfor\tthe\tmoment\tand\tmyself,\tand\tI\thave\tbeen\tforced\tto\tlook\tat\tmyself\twhen\tI\thave\tnot\twanted\tto.\tIt\tis\talmost\ta\tBuddhist\texperience\tfor\tme.\tI\thave\tfound\tthat\tI\tam\tnot\treally\tmade\tfor\tthat,\tand\tso\tI\tdo\tnot\tdo\tit\tany\tmore,\tand\twith\tthe\thelp\tof\tMeghan\tand\teverybody\tis\tso\tsupportive\there\tthat\tI\tam\table\tto\tfind\tother\tways\tto\tbe\there\tand\tnot\thave\tit\twreck\tme\t\u00E2\u0080\u00A6\tin\ta\tquitter\tplace.\u00E2\u0080\u00A6\tIt\tis\tfantastic.\tIt\tis\tway\teasier\thaving\tthe\tsupport\tfrom\tthis\tcommunity.\tThat\tis\tsomething\thuge\tbecause\tI\tam\tnot\treligious\tperson\tand\tI\tdo\tnot\thave\ttons\tof\tfamily\there.\tI\thave\tfound\ta\tcommunity\tthat\tI\tdid\tnot\thave.\t\tThis\tintention\tto\tprovide\thospitality,\tin\twhich\tpeople\thave\tthe\ttime\tand\tspace\tto\texperience\tand\tengage\tin\tthe\tworld\twithout\tthe\tpressure\tof\tthe\tcollective\tthoughts,\tas\t\t 111\tDerrida\t(2000)\toffers,\tis\ta\tcommon\tpractice\tin\tthe\tWindsor\tHouse\tenvironment.\tBohm\t(2004)\texplains:\tThought\tdefends\tits\tbasic\tassumptions\tagainst\tevidence\tthat\tthey\tmay\tbe\twrong.\tIn\torder\tto\tdeal\twith\tthis,\twe\thave\tgot\tto\tlook\tat\tthought,\tbecause\tthe\tproblem\tis\toriginating\tin\tthought.\tUsually\twhen\tyou\thave\ta\tproblem,\tyou\tsay,\t\u00E2\u0080\u009CI\tmust\tthink\tabout\tit\tto\tsolve\tit.\u00E2\u0080\u009D\tBut\twhat\tI\u00E2\u0080\u0099m\ttrying\tto\tsay\tis\tthat\tthought\tis\tthe\tproblem.\tWhat,\ttherefore,\tare\twe\tgoing\tto\tdo?\tWe\tcould\tconsider\ttwo\tkinds\tof\tthought\u00E2\u0080\u0094individual\tand\tcollective.\tIndividually\tI\tcan\tthink\tof\tvarious\tthings,\tbut\ta\tgreat\tdeal\tof\tthought\tis\twhat\twe\tdo\ttogether.\tIn\tfact,\tmost\tof\tit\tcomes\tfrom\tthe\tcollective\tbackground.\tLanguage\tis\tcollective.\tMost\tof\tour\tbasic\tassumptions\tcome\tfrom\tour\tsociety,\tincluding\tall\tour\tassumptions\tabout\thow\tsociety\tworks,\tabout\twhat\tsort\tof\tperson\twe\tare\tsupposed\tto\tbe,\tand\tabout\trelationships,\tinstitutions,\tand\tso\ton.\tTherefore\twe\tneed\tto\tpay\tattention\tto\tthought\tboth\tindividually\tand\tcollectively.\t(pp.\t10\u00E2\u0080\u009311)\tIt\tis\timportant\tto\trecognize\tthe\tneed\tto\tsupport\tthese\tfoundations\tfor\tindividuals\tto\tshape,\tquestion,\tand\tcreate\ttheir\town\texperience\tin\tthe\tworld,\tand\tnot\tdevelop\tfoundations\tbased\ton\tcollective\tbackground\tand\tthoughts.\tAt\tWindsor\tHouse,\teducators\tdo\tso\tas\ta\tway\tto\thost\tothers.\tThis\tis\ta\trelational\tact\tof\ta\tliving\tchain\tof\tcommunication,\twhich\tBakhtin\t(1965)\trefers\tto\tin\tthe\tcontext\tof\tlanguage\tand\tthe\tongoing\tmeaning\tof\twords.\tAs\tHelen\tshared\tin\tthe\tthird\tgathering\tregarding\tlistening\tto\twhom\tthe\tstudents\tare\tand\tlet\tthem\tco-create\tand\tshape,\tI\thave\tmoved\tfrom\tbeing\tan\tabsolute\tdictator,\twhen\tI\twas\tteaching\tin\ta\tregular\tpublic\tschool\t\u00E2\u0080\u00A6\tIt\twas\tfun\tto\tjust\tsit\tback\tmost\tof\tthe\ttime\tand\tsee\thow\tpeople\twork\tthings\tout,\tand\tI\twas\tamazingly\timpressed\twith\tthe\tincredible\tsolutions\tthey\tcome\tup\twith\tthat\twe\tnever\tthought\tabout\u00E2\u0080\u00A6\tI\tfind\tthis\tinvitation\tto\tchoose\tif\tone\tdesires\tto\tjoin\tthe\tcollective\tat\tone\tpoint,\tallows\tpeople\tto\texperience\tsomething\tsimilar\tto\twhat\ta/r/tography\toffers,\tbut\tin\ta\tdifferent\tway.\tThis\tinvitation\tlinks\tto\tIrwin\u00E2\u0080\u0099s\t(2006)\tquote\tas\tshe\ttalks\tabout\tof\tthe\timportance\tof\tinquiry\tfor\tallowing\tourselves\tto\tlinger\tin\tliminal\tspaces,\twhile\ttrying\tdifferent\t\u00E2\u0080\u009Croles,\tactivities,\tand\tsites\tof\twho\tI\tam\tprofessionally\tand\tpersonally\u00E2\u0080\u009D\t(p.\t79).\tThis\tliminal\tspace\tthat\tIrwin\t(2006)\t\t 112\trefers\tto\tis\toffered\tas\tpart\tof\tthe\twhatever\tculture\tat\tWindsor\tHouse,\twhich\tallows\tstudents\tto\ttry\tout\tdifferent\troles,\tcharacters,\tand\tstandpoints\twhen\tthey\tfeel\tready\tor\tare\table\tto\tdo\tso.\tThis\tprovides\tstudents\twith\tthe\tfreedom\tto\tchoose\tto\ttry\tdifferent\tsides\tof\tthemselves\tif\tand\twhen\tthey\twish.\tThis\tnavigation\tand\tsearch\tof\ttheir\town\tpath\tis\ta\tlife-long\tprocess.\tAs\tDaniel\tGreenberg\t(2017)\telaborates:\tWhat\tthat\tdoes\tin\tparticular\tis\trespect\tthe\tloneliness\tof\tthe\tsearch\tthat\teach\tperson\thas\tfor\ttheir\town\tpath\tin\tlife.\tBecause\tin\treality,\twhen\tall\tis\tsaid\tand\tdone,\tas\tthe\texistentialists\thave\twritten\tabout\tat\tgreat\tlength,\teverybody\tsuffers\tfrom\ta\tdegree\tof\tpersonal\taloneness\tin\tthe\tcosmos,\twith\twhich\tthey\thave\tto\tbe\table\tto\tcome\tto\tgrips.\tThis\tis\tunderstood\tand\trespected\tin\tthe\tschool\tfor\tstudents\tof\tall\tages,\thowever\tyoung.\tThat\u00E2\u0080\u0099s\twhy\twe\tdon\u00E2\u0080\u0099t\tpush\tpeople,\tforce\tpeople\ttogether,\tforce\tpeople\tto\tcooperate,\tforce\tpeople\tto\tcollaborate,\tforce\tpeople\tto\tget\talong.\tWe\tlet\tthem\tbe\talone\tjust\tas\twe\tlet\tthem\tbe\ttogether.\tWe\tlet\tthem\tbe\tthemselves.\t(para.\t45)\t\tGreenberg\t(2017)\tclarifies\tthe\timportance\tof\tletting\tpeople\tbe\twhatever\tthey\tneed\tand\twant\tto\tbe,\tand\tdoing\tso\tout\tof\trespect.\tThe\tschool,\teducators,\tand\tauthority\tdo\tnot\tknow\twhat\tworks\tor\twhat\tis\tright.\tAlthough\tSudbury\tValley\tSchool\t(the\tinstitution\tthat\tGreenberg\twrote\tabout),\tWindsor\tHouse,\tand\tother\tdemocratic\teducation\tsettings\tmay\tbe\tperceived\tas\tmainly\tfocusing\ton\tthe\tindividual\t(i.e.,\tfostering\tan\t\u00E2\u0080\u0098it\tis\tonly\tabout\tme\u00E2\u0080\u0099\tattitude).\tHowever,\tit\tis\timportant\tto\trecognize,\tas\tMaslow\u00E2\u0080\u0099s\t(as\tcited\tin\tMcLeod,\t2017)\thierarchy\tof\tneeds\trefers\tto,\tthat\tbasic\tneeds\tmust\tbe\tmet\tbefore\tself-actualization\tcan\tbe\tachieved.\tAlthough\tthere\tare\tdifferent\tways\tto\tchallenge\tthis\thierarchy\tfor\tnot\ttaking\tinto\tconsideration\tother\tdimensions\tof\tlife\tbeyond\tanimalistic\tdrives,\tsuch\tas\tselflessness,\tspiritual,\tcultural,\tand\tcharity,\tI\tfind\tMaslow\u00E2\u0080\u0099s\thierarchy\tof\tneeds\tto\tbe\ta\tuseful\ttemplate\tthat\tsometimes\thelps\tpeople\tto\tunderstand\twhy\tand\thow\tindividuals\tact\tas\tthey\tdo.\tAs\tHelen\t(the\tfounder\tof\tWindsor\tHouse)\tstates,\t\u00E2\u0080\u009CI\tfound\tthat\tyou\tcannot\tforce\tthe\tflower.\u00E2\u0080\u00A6\tI\tlearned\tto\tbe\tless\tcertain\tabout\tindividual\tchildren\u00E2\u0080\u0099s\tneeds.\u00E2\u0080\u009D\tThis\tunderstating\tof\tbeing\taware\tof\tpersonal\tneeds\twhile\talso\tbeing\tless\tcertain\tabout\twhat\tworks\tfor\tothers,\tleads\tpeople\tto\task\tfor\tclarifications\tand\tenables\tthe\tconsent\tculture,\tthat\tis,\t\u00E2\u0080\u009Cunderstanding\tthat\teach\tperson\tknows\twhat\tis\tbest\tfor\tthemselves.\tYou\thave\tno\tright\tto\tuse\tyour\tpower\tagainst\tthem\tfor\ttheir\tdecision\tnot\tto\tparticipate\u00E2\u0080\u009D\t(Only\tWith\tConsent,\tn.d.,\tpara.\t5).\t\t 113\tWhile\twelcoming\tindividual\tneeds\tand\tvaluing\tpersonal\tjourneys,\tthe\tquestions\tof\thow,\twhere,\tand\tby\twhom\tthe\tcollective\tforms\tremain\topen.\tThe\tcollective\tin\tdemocratic\teducation\tenvironment\tis\tformed\tthrough\tpeople\u00E2\u0080\u0099s\tneed\tto\tcome\ttogether,\trather\tthan\tan\timposed\tstructure.\tIn\tthis\tcontext,\tat\tthe\tsecond\tgathering,\tDavid\t(a\tstaff\tmember)\toffered\tthe\tcontinuum\tconcept\t(Liedloff,\t1975),\talso\tknown\talso\tas\tattachment\tparenting\t(Sears\t&\tSears,\t2001),\tas\this\tpersonal\tview\tof\tthis\tconnection\tbetween\tindividuals\tand\tthe\tcollective:\tIn\tattachment\tparenting,\tyou\thave\tto\thold\tthe\tbaby\tuntil\tthe\tbaby\tsays,\t\u00E2\u0080\u009CPut\tme\tdown.\u00E2\u0080\u009D\tAs\tsoon\tas\tyou\tput\tthe\tbaby\tdown,\tyou\tjust\tcreate\tbrain\tdamage.\tThe\tbaby\thas\tto\tget\tto\tthe\tpoint\twhen\tit\tsays,\t\u00E2\u0080\u009CPut\tme\tdown.\tI\tam\tready.\u00E2\u0080\u009D\tAnything\tbefore\tthat,\tit\tis\ta\ttraumatic\tadjusted\tlearning\t\u00E2\u0080\u00A6\tcreates\tthe\tfirst\tstep\tinto\taddiction\tneeds.\tSo,\tI\tthink\tindividuals\tneed\tto\tknow\tthemselves\twell\tenough\tto\tbe\tpart\tof\ta\tgroup.\tI\tdo\tnot\tknow\twhy\tit\tis\tso\tslow,\tbut\twe\tcertainly\tgive\tkids\thuge\tamount\tof\ttime\tto\tbe\tindividuals,\tand\tI\tthink\tthat\twe\tsee,\tat\tsome\tpoint,\tmaybe\tsometimes\taround\t16\tto\t20\tyears\told,\tthey\tall\tlodge\tinto\tbeing\tpart\tof\tthe\tgroup.\u00E2\u0080\u00A6\tThey\tjust\twant\tto\tbe\tindividuals.\t\tThey\twant\tto\tbe\tOK.\tAs\tDavid\tshared,\tin\torder\tto\tmove\tfrom\tindividual\tneeds\tto\tcollective\tneeds,\tone\tmust\tfirst\taddress\tthe\tneed\tfor\ta\tspace\u00E2\u0080\u0094each\tperson\tmust\trecognize\this\tor\ther\town\tneeds.\tThis\tgap\tis\tnot\tthe\tsame\tfor\tall\tindividuals,\tas\teach\tperson\thas\tdifferent\treasons,\tand\tmuch\tdepends\ton\tpersonal\tcontext.\tDavid\tdescribed\tholding\tthe\tbaby\tuntil\tthe\tchild\tis\tready\tto\tbe\ton\tthe\tfloor.\tTo\tput\tDavid\u00E2\u0080\u0099s\tunderstanding\tin\ta\tlived\texperience\tform,\tHelen\t(the\tfounder\tof\tWindsor\tHouse)\tshared\thow\tamazed\tshe\tis\tevery\ttime\tshe\tsees\ta\tWindsor\tHouse\ttheatre\tproduction,\tas\tDavid\tleads\tthe\tstudents\tthrough\tthis\tprocess:\t\u00E2\u0080\u009CI\tam\tabsolutely\tastounded\twhen\tI\tgo\tto\tthe\tproduction\tbecause\tit\tis\tamazing,\tand\tI\tcredit\tyou\tfor\tcreating\tthat\tbecause\tyou\tpatiently\tdo\twhatever\tneeds\tto\tbe\tdone.\u00E2\u0080\u009D\tThis\tcaring\tattitude\ttowards\tall\tparticipants\tis\tessential.\tDavid\tadded\tthat\tthe\tonly\treason\tthe\tproduction\tworks\tis\tthat\the\tspends\ttime\tmaking\tsure\tthat\tpeople\tknow\ttheir\tcues.\tThe\texpectation\tis\tclearly\tset\tthat\twhen\tthe\taudience\tis\tthere,\tDavid\tcannot\tbe\ton\tstage\twith\tthem.\t\t\t 114\tAs\tthe\texploration\tof\tindividual\tand\tcollective\tintersections\tcontinued\tin\tthe\tsecond\tgathering,\tthe\tsounds\tof\tparticipants\tcooking\tcollaboratively\tfilled\tthe\tpauses\tand\tgaps\tin\tour\tconversations\u00E2\u0080\u0094the\tsounds\tof\tcutting\tboards\tand\twashing\tvegetables\tand\tthe\tsmell\tof\tcooking\tpermeated\tthe\troom.\tThe\tterm\tcollective\tcontinued\tto\tunfold\twith\tnew\tunderstandings.\tAs\tJason\t(a\tstaff\tmember)\tadded,\t\u00E2\u0080\u009CBased\ton\tthe\tperson\tthough,\taccommodation\tof\tnature,\tnurture,\twhatever\t\u00E2\u0080\u00A6\tlearning\tto\twork\tcollectively,\tor\teven\tconsidering\tother\tpeople,\tcan\tbe\ta\tlife-long\tjourney,\tright?\u00E2\u0080\u009D\tBronwen\tcontinued\tdiscussing\tJason\tand\tDavid\u00E2\u0080\u0099s\tstatements\tby\texpressing\tthat\tshe\tthinks\twe\tneed\tto\tembrace\tour\tcollectivity\tas\thumans.\tShe\tquestioned\tthe\trole\tof\tadults\tin\tdemocratic\teducation\tin\tpursuing\tthe\tcollective.\tBronwen\tbelieves\tstaff\tcan\tonly\taccomplish\tthis\tby\ttruly\tseeing\tthe\tstudents.\tBronwen\tbelieves\tthat\tfostering\tthe\tcollective\tis\tabout\tcompassion\tand\tthat\tdemocracy\tneeds\tcompassion.\tWith\tBronwen\u00E2\u0080\u0099s\tcontribution\tregarding\tcompassion\tand\tthe\tcollective,\tdifferent\tparticipants\tbegan\tto\tlink\tindividual\tneeds,\tcollective\tneeds,\tand\tdemocracy.\tCorin\tadded:\tFor\tme\tworking\ttogether,\tcollaboratively,\tis\tthe\tenactment\tof\tdemocracy.\tIt\tis\tabout\tdialogue.\tYou\tcannot\thave\tdialogue\tby\tyourself.\tYou\tneed\tto\tbe\twith\tsomebody\telse;\tyou\tform\tyour\town\tideas\tabout\tthe\tworld\tthrough\tdialogue,\tin\trelationships\twith\tthe\tcommunity.\t\tHowever,\tAhmed\t(2012)\thighlights\tthe\tneed\tto\tpay\tattention\tto\tsocial\tand\tbodily\tdisorientation\tthat\tmay\tlimit\tour\tfreedom\tof\tbeing\tin\trelationship\twith\tthe\tother.\tThis\tnotion\tof\tforming\tone\u00E2\u0080\u0099s\tideas\tabout\tthe\tworld\tthrough\tdialogue\tis\tchallenged\tby\tAhmed\t(2012):\tWhen\ta\tcategory\tallows\tus\tto\tpass\tinto\tthe\tworld,\twe\tmight\tnot\tnotice\tthat\twe\tinhabit\tthat\tcategory.\tWhen\twe\tare\tstopped\tor\theld\tup\tby\thow\twe\tinhabit\twhat\twe\tinhabit,\tthen\tthe\tterms\tof\thabitation\tare\trevealed\tto\tus.\tWe\tneed\tto\trewrite\tthe\tworld\tfrom\tthe\texperience\tof\tnot\tbeing\table\tto\tpass\tinto\tthe\tworld\t[that\tis\tbeing\table\tto\tbe\twith].\t(p.\t176)\tI\tview\tAhmed\u00E2\u0080\u0099s\t(2012)\tnotion\tof\tbeing\tstopped\tas\tbeing\tafforded\tan\topportunity\tto\treconsider\tone\u00E2\u0080\u0099s\tability\tto\tpass\tanother\twithout\tnoticing.\tTo\tpass\tin\tthe\tpublic\tspace\tmeans\t\t 115\tthat\tone\tis\tnot\tbeing\tmarked\tas\tan\tindividual\twho\tdoes\tnot\tbelong.\tOn\tthe\tcontrary,\tbeing\tstopped\tmeans\tto\tbe\tmarked\tby\tothers\tas\tone\twho\tshould\tnot\tpass\twithout\tbeing\tasked\tfor\tclarifications\tor\tpermission.\tThus,\twhile\tunfolding\tthe\tnotion\tof\tbeing\twith,\tthe\tcollective\tis\tasked\tto\tbe\taware\tof\tthe\tone\twho\tis\tbeing\tstopped\tand\tis\tunable\tto\tpass\tinto\tthe\tworld.\tIt\tis\tthe\tresponsibility\tof\tthose\twho\tare\tnot\tstopped\tto\tbe\taware\tof\ttheir\thabitation\tand\tlisten\tto\tthose\twho\tare\tstopped.\tThis\tawareness\tthat\tAhmed\tis\tcalling\tfor\trequires\tactive\tlistening,\twhich\tcreates\ta\tpause\twithin\ta\tcommunication\texchange.\tThe\tpause\tmay\tenable\tthe\tfreedom\tof\tthose\twho\tget\tstopped,\tand,\tin\tdoing\tso,\tmay\toffer\tothers\tthe\texperience\tof\tnot\tbeing\table\tto\tpass\tinto\tthe\tworld.\tTo\tbring\tit\tback\tto\tthe\texperience\tat\tWindsor\tHouse,\tduring\tthe\tsecond\tgathering,\tthis\tintersection\tof\tfreedom\tand\tbeing\tstopped\t(Ahmed,\t2012)\tsurfaced\t30\tminutes\tinto\tthe\tdialogue.\tI\toffered\tan\texperiment,\twhich\twas\tan\tinvitation\tof\tthree\trandom\tparticipants\tto\tbe\tthe\tonly\tones\twho\tconversed\tverbally.\tThe\trest\tof\tthe\tparticipants\twould\tbe\tstopped.\tAs\tI\treflected\tafter,\t\tDuring\tthe\texperiment\tof\tonly\tthree\tpeople\ttalking,\tI\texperienced\ta\tdifferent\tflow\taround\tthe\troom.\tMore\tpeople\tare\tlistening;\tmore\tpeople\tstopped\tchopping\tfor\tfew\tseconds\twhile\tlistening.\tSeveral\tpeople\tlooked\tlike\tthey\twished\tthey\tcould\tadd\tsomething.\tAlthough\tthere\tis\ta\tfeel\tof\tbeing\tcontrolled\tfor\tthe\tnon-speaking\tparticipants\tones,\twhich\twas\tnot\teasy\tfor\tseveral\tpeople,\tit\twas\tpowerful\tto\tsee\tthat\tthe\texperiment\talso\tfreed\ta\tfew\tparticipants\teach\tround,\twhich\tmeans\teveryone\texperienced\tmore\tfreedom.\tThis\tfreedom\trequires\tactive\tlistening.\t\tThe\texperiment\ttook\tthe\twhole\tgroup\tto\ta\tnew\tlevel\tof\tcommunication\u00E2\u0080\u0094a\tspace\tof\tlistening\tand\tbeing\tmore\taware\tof\twhat\tis\tshared\tand\twhat\twas\tkept\tquiet.\tThis\texperience\twas\tborn\tfrom\ta\tdifferent\texercise\tthat\tI\toffered\tduring\tthe\tfirst\tgathering,\tin\twhich\tI\tsuggested\twe\tcontinue\tcooking\ttogether\twithout\ttalking\tfor\t5\tminutes.\tAll\tparticipants\tagreed\tto\tengage\twith\tthis\tchallenge.\tAt\tfirst,\tmany\tparticipants\tfound\tit\tchallenging.\tDavid\teven\tmentioned\tthat\tbeing\tforced\tto\tbe\tquiet\tfor\t5\tminutes\tfelt\tthat\twe\twere\tback\tin\tschool\u00E2\u0080\u0094\u00E2\u0080\u009CShut\tup\tand\twork.\u00E2\u0080\u009D\tHe\tshared\this\texperience\tafter\tI\tasked\tif\twe\twould\tlike\tto\tcontinue\tfor\tanother\t5\tminutes.\tFollowing\tthe\texercise,\tI\tnoted\tthe\tdifference\tbetween\tlistening\tand\tbeing\tlistened\tto\u00E2\u0080\u0094experiencing\tdifferent\ttruths.\tAs\tI\twrote:\t\t 116\tOnce\tI\tfeel\tthat\tthere\tis\ta\tfixed\tmindset,\tit\tis\thard\tfor\tme\tto\tbreathe.\tI\tfeel\tit\tis\tdifferent\there.\tThe\tcommunication\there\tat\tWindsor\tHouse\treleases\tthe\ttension\tof\tknowing\tthe\tsolution.\tThere\tis\tno\tone\ttruth,\tsolution,\tor\tfinal\tsay.\tThis\tcommunication\trequires\ta\theartful\tengagement.\tIt\tasks\tus\tto\tbe\tthere,\tnot\tjust\tpretending\twe\tare.\tIt\tis\tan\torganic\tprocess\tthat\tallows\tbreathing.\tBack\tand\tforth\tbetween\ttruths\tfrees\tme\tfrom\tholding\tone\ttruth.\t\tJason\telaborated\tand\tshared\this\texperience:\tI\tfind\tWindsor\tHouse\t\u00E2\u0080\u00A6\tit\tseems\tmore\torganic\there.\tThe\tway\tit\tevolves\tand\talways\tchanging.\tWhen\tI\tthink\tabout\tthe\tterm\tdemocracy,\tI\tthink\tabout\tsomething\tmuch\tmore\tregimented\tand\tsystematic,\tbut\twhat\twe\tare\tdoing\tis\ta\tmore\torganic\tprocess\tthan\tthat.\tBut\tthen\tmaybe,\tthat\u00E2\u0080\u0099s\tprobably\thow\tdemocracy\tshould\tbe,\tbut\tnot\thow\tI\texperienced\tit\tin\tmy\tlife.\tIt\tis\tlike\thow\ttree\tgrows,\tright?\tJason\tshared\tthe\ttension\the\trecognizes\tbetween\twhat\tdemocracy\toffers\tin\tcontrast\tto\tthe\torganic\tway\tof\tWindsor\tHouse.\tIt\tis\tclear\tthat\the\tprefers\tthe\tflow\tof\tWindsor\tHouse\trather\tthan\tbeing\tsystematic\tand\tstructured.\tHowever,\teven\tthough\tJason\u00E2\u0080\u0099s\tvision\tappealed\tto\tmany\tin\tthe\tWindsor\tHouse\tcommunity,\tthere\tare\tmany\tcounterviews\tthat\tcall\tfor\tattention\tto\tbe\tpaid\tto\tthe\tstructure\twithin\tthis\tflow\tand\tthe\torganic\tprocess.\tAs\tLinda\texplained\tat\tthe\tsecond\tgathering,\tI\tthink\tit\tmust\thave\tthe\tstructure\tfor\tit\tto\thappen,\tso\twe\tneed\tboth.\tIt\tcannot\tbe\tjust\torganic.\tYou\tneed\tthe\tstructure.\tDemocracy\tis\tnot\tjust\tvoting\tas\ta\tdemocracy.\tThere\tare\tso\tmany\tways.\tDemocracy\tmeans\tgovernment\tby\tthe\tpeople.\tIt\tcan\tbe\tconsensus\tdecision\tmaking.\tIt\tcan\tbe\tmajority.\tThere\tare\tso\tmany\tdifferent\tways.\tParticipatory\tdemocracy.\tRepresentative\tdemocracy.\tVoting\tis\tonly\tone\tway\tof\tmaking\tdecisions\tin\tdemocracy.\t\tThese\tterms\tof\tdemocratic,\torganic,\tindividual,\tand\tcollective\tfilled\tand\teven\tled\tthe\tdialogue\tof\tour\tfirst\tand\tsecond\tgatherings.\tIt\twas\tinteresting\tto\texperience\tthe\teducators\twho\twere\tthere\tfor\tmany\tyears,\tas\tKelly\t(18\tyears)\tencountered\tnewcomers.\tEven\tin\tthe\tinterview,\tKelly\tmentioned\this\tinterest\tin\tthis\tencounter.\tHe\tstated:\t\t\t 117\tI\thave\tbeen\tin\tthese\tmeetings\tfor\t4\thours\tevery\tweek\tin\tthe\tlast\t18\tyears.\tI\tam\tinterested\t\u00E2\u0080\u00A6\tthere\tis\ta\tturn\tover\tin\tstaff,\ta\tlot\tof\tpeople\tthat\thave\tbeen\there\tfor\tlong\ttime\tand\tjust\tin\tthe\tlast\twhat\t5\u00E2\u0080\u00936\tyears.\tNew\tstaff\tcoming\twith\tdifferent\teyes\tand\tthings\tlike\tthat\tso\tthat\tmight\tbe\tone\tthing\t\u00E2\u0080\u00A6\tfor\tme\tmaybe\tlink\tbetween\tthe\tnew\tand\tthe\told\t\u00E2\u0080\u0094\tgetting\ta\tsense\twhat\tthese\teyes\tare\tseeing.\tDialoguing\tamong\tnew\tand\told\tstaff\tmembers\tis\tnecessary\tin\tunderstanding\thow\tthe\tmacroview\tof\tdemocratic\teducation\tare\tfundamental\tin\tthe\tcreation\tof\ta\tcaring\tdemocratic\tenvironment\tin\ta\tschool.\tIn\tdoing\tthis,\tpeople\tcarry\tdifferent\tviews,\tpedagogies,\tand\tphilosophical\tunderstandings.\tThus,\tit\tis\timportant\tto\thold\tthis\tspace\tfor\tcomplicated\tconversations\tto\thappen\tas\tpart\tof\tthe\tlived\texperiences,\tin\twhich\tto\tnurture\ta\tdialogical\tatmosphere.\tAs\tPinar\t(2011)\tclaims,\t\u00E2\u0080\u009CLived\texperience\tinforms\tthe\tcomplicated\tconversation\u00E2\u0080\u0094currere\u00E2\u0080\u0094\tthat\tis\tthe\tschool\tcurriculum.\tFor\tthe\tcurriculum\tto\tcome\talive,\tit\tmust\tbe\tembodied,\tspoken\tfrom\tthe\tmoment\tas\texperienced\u00E2\u0080\u009D\t(p.\t143).\tThe\tthird\tgathering\twas\twithout\tcooking;\ttherefore,\tit\twas\tless\tembodied.\tThis\tled\tto\ta\tmeeting\tthat\twas\tmore\tfocused\ton\twhat\twould\thappen\tthe\tfollowing\tyear,\twith\tpeople\texpressing\ttheir\tworries\tand\tfears.\tThis\tgathering\twas\tless\tmetaphorical\tor\tconnected\tto\tsensational\tunderstanding.\t\tAt\tthe\tsecond\tgathering,\tHelen\tthen\toffered\ta\tnew\tperspective\ton\tthe\tterm\tindividual:\t\u00E2\u0080\u009CI\tam\tnot\tin\tthe\tstance\tof\tindividual;\tI\tam\tin\tthe\tstance\tof\t\u00E2\u0080\u0098it\tdepends.\t\u00E2\u0080\u0099\u00E2\u0080\u009D\tHelen\u00E2\u0080\u0099s\tperspective\tmay\tappear\tsimple\tand\tobvious;\thowever,\tI\trecognized\ta\tdeep\tunderstanding\tin\ther\tstance.\tHelen\toffers\tan\torganic\tlistening,\tone\tthat\tis\tattentive\tand\tadaptive\tfor\tchanges\tand\tneeds.\tSuch\tlistening\tmay\tfree\tpeople\tfrom\tlabels\tthat\tmay\tget\tthem\tstuck\tthus\thindering\ttheir\tengagement\twith\tthe\tworld.\tHelen\u00E2\u0080\u0099s\tposition\tof\t\u00E2\u0080\u009Cit\tdepends\u00E2\u0080\u009D\tinvites\tcuriosity\tinto\tpeople\u00E2\u0080\u0099s\tlived\tdaily\texperiences.\tHer\tstatement\tabout\tthe\tindividual\tconnects\tto\tanother\tterm\tshe\tuses\toften,\twhich\tis\tthe\twhatever\tculture.\tFor\ther,\tthis\tmeans\tthat\tstudents\tand\tstaff\tcome\tas\tthey\tare\tright\tnow\tand\twith\twhatever\tthey\thave\tat\tthis\tgiven\tmoment.\tI\treflected\ton\tthe\tfollowing\tafter\tthe\tfirst\tgathering:\tI\tpay\tattention\tto\tthe\tteacher\twho\tdoes\tnot\tmake\tany\tfood.\tIs\tthis\t\u00E2\u0080\u0098the\twhatever\tculture\u00E2\u0080\u0099\tof\tWindsor\tHouse?\tShe\tarrived\tto\tthis\tgathering\tafter\ta\t3-day\tcamping\ttrip\twith\ther\tstudents\tand\tanother\tteacher\t(who\tis\tin\tthe\troom\tas\twell).\tIt\twas\treally\trainy\t\t 118\tthroughout\tthe\ttrip.\tAll\tapproach\ther\tand\tlisten,\tand\ttalk,\tand\thug\ther.\tAs\tan\tobserver\tit\tfeels\tsupportive.\tIt\tis\t1\thour\tand\t29\tminutes\tinto\tthe\tmeeting\twhen\tshe\tjoins\tthe\tcooking\tfor\tthe\tfirst\ttime.\tShe\tchooses\tto\tfill\tup\tthe\tpeppers,\tassisting\tBronwen.\t\tThe\twhatever\tculture\tcarries\ta\twider\tmeaning\tthan\tthis\tpractical\texample\tof\thelping\twith\tthe\tcooking.\tIt\toffers\ta\tdifferent\tsense\tof\tbeing\tin\tthe\tworld,\tone\tthat\texists\tindependently.\tAs\tI\treflected\tfollowing\tthe\tsecond\tgathering\tI\tnoted:\tThe\ttime\tat\tWindsor\tHouse\thas\ttaught\tme,\tonce\tagain,\thow\tto\tsimply\tbe.\tThey\tshared\twith\tme\tan\tattitude\ttowards\tlife.\tI\tobserved.\tI\tlistened.\tI\tchallenged.\tI\tre-learned\thow\tto\tbe.\tI\tfelt\tI\twas\tasked\tto\twonder\thow\tI\tcould\tstay\twho\tI\tam\tin\tany\tmoment\twhile\trespecting\tand\tcelebrating\tthe\twhatever.\tTo\tbegin\twith,\tit\tis\timportant\tto\tclarify\twhat\tI\tmean\tby\tthe\twhatever\tculture.\tOne\tway\tto\tlook\tat\tthe\twhatever\tculture\tis\tin\tthe\tbroad\tsense\tof\tbeing\tin\tthe\tworld\twithout\tbeing\tcontrolled\tby\tothers\u00E2\u0080\u0099\tjudgments,\tfears,\tand\tvalues.\tTo\tbe\tand\tto\tlet\tothers\tbe.\tFor\tmany\twhom\tI\thave\ttalked\twith\tin\tthe\tWindsor\tHouse\tcommunity,\tit\tis\tobvious\tthat\tthe\twhatever\tculture\tplays\ta\tcentral\trole\tin\ta\tdemocratic\tschool.\tAt\tfirst\tglance,\tthe\twhatever\tculture\tmay\tseem\tto\tbe\tpassive,\tirresponsible,\tand\texclusive.\tIt\twas\tonly\twhen\tI\tembraced\tthe\twhatever\tculture\tthat\tI\tcould\t\u00E2\u0080\u0098wear\tit\u00E2\u0080\u0099\tand\twalk\tless\tas\tan\tobserver\tand\tmore\tas\tan\tequal\tmember\twithin\tthis\tcommunity.\tThis\tjourney\twith\tWindsor\tHouse\ttook\tme\ton\ta\tpersonal\tquest\tthat\tI\thad\tcalled\tfor.\tA\tjourney\tin\twhich\texperiencing\tor\tbeing\tin\tdialogue\tis\tnot\tconsidered\tto\tbe\tan\teducational\ttechnique\tor\ta\tskill\tone\tshould\tlearn\tat\tschool\tbut\trather\ta\tbasic\thuman\tright\tin\ta\tdemocratic\tsociety\tand\tbeyond.\t\tBeing\tWith,\tListening,\tand\tAssisting\t\tDuring\tthe\tfirst\tinterview\tseveral\tparticipants\tmentioned\thow\toften\tthey\tare\ttogether\tin\tmeetings.\tAlthough\tthey\tmeet\toften,\tthey\tfeel\tthey\tare\tmissing\tindividual\tinteractions\twithin\tthe\tcollective.\tThey\tmiss\tthe\topportunities\tthey\tused\tto\thave\tof\tbeing\twith\teach\tother,\tsimply\tlistening\tto\tone\tanother.\tMeron\tput\tit\tsimply\tin\ther\tfirst\tinterview:\t\u00E2\u0080\u009CI\tam\tlooking\tfor\tus\tto\tbe\twith\teach\tother.\u00E2\u0080\u009D\tShe\texplained\tthat\ther\tdesire\tfocussed\ton\tlistening\tand\texploring\tpossibilities\trelating\tto\tpersonal,\tcollective,\tand\tdemocratic,\twhich\twould\tin\tturn\tconnect\tback\tto\ta\tbroader\tsense\tof\twe\twith\tour\tstories.\t\t\t 119\tThe\tBeing\twith,\tlistening\tand\tassisting\ttheme\trelates\tto\tthe\tprevious\ttheme,\tindividual,\tcollective,\tand\tdemocratic,\tand\texpands\tthe\tformer\tby\tbringing\tit\tto\tpractice,\tas\tif\tto\tclaim\tthat\tcommunication\trequires\tdifferent\tskills\tin\ta\twhatever-culture\treality\tin\twhich\tindividual\tneeds\tcome\tfirst.\tBy\tclaiming\tthat,\tI\tsuggest\tthat\tthe\tprocess\tof\tbeing\twithin\ta\tculture\tthat\tembraces\tongoing\tchanges\tof\tall\tsorts,\tsuch\tas\tgender,\tname,\toutfits,\tand\tmore,\tcalls\tfor\tattentive\tlistening.\t\tI\treflected\ton\tthese\tmoments\tbefore\tthe\tthird\tgathering:\tI\ttake\teverything\tout\tof\tthe\tbags\tas\tbananas,\tchips,\tcarrots,\tnuts,\tcucumbers,\tdolmades,\tpickles,\thalva,\tand\tsprouts.\tI\tarrived\twith\tfull\tbags,\toccupied\twith\ta\tjetlag,\tand\tfeeling\ta\tbit\tslower\tand\tmore\tattentive\tto\tmy\tsurroundings.\tI\tfeel\tthat\tI\tdo\tnot\tneed\tto\tpretend\tI\tam\tall\tgood\tbecause\tI\tam\ta\tbit\toff,\tbut\tI\tam\tconfident\tthat\tit\twould\tall\tbe\tgood\tand\tacceptable.\tI\twill\tbe\tmyself.\t\tYet,\tone\tmay\tfeel\tleft\tout\twithout\tthe\treaction\tto\tthe\tindividual\u00E2\u0080\u0099s\tarrival,\tdeeds,\tcomments\tthat\tmark\tcommunication\tand\tbeing\twith.\tAs\tMeron\tshared\tduring\tthe\tlast\tgathering:\t\tThis\tis\tsomething\tthat\twould\tnever\thappen\tin\tNew\tZealand\t[that\tpeople\tare\tin\tthe\tsame\tcar\tnot\tcommunicating\twith\tothers].\u00E2\u0080\u00A6\tThey\tmean,\tI\theard\tyou\u00E2\u0080\u0094even\tafter\tso\tmany\tyears\tin\tNorth\tAmerica,\tI\tfeel\tthis\twall\tof\tno\treactions\u00E2\u0080\u00A6.\tWindsor\tHouse\thelped\tme\tto\tfeel\tconnected\teverywhere\tafter\tmy\tmove\tto\tNorth\tAmerica.\t\tAlthough,\tat\tWindsor\tHouse\tit\ttook\tsome\tpractise\tfor\tme\tto\texperience\tthat\twall\tof\tno\treaction\tas\ta\twelcoming\tof\tme\tin\ta\twhatever\tway,\tI\tcame\tto\tunderstand\tthat\tit\tholds\tthis\tspace.\tTo\tme,\tthe\twall\tof\tno\treactions\tfeels\tlike\tno\tone\thas\tacknowledged\tor\treacted\tto\tmy\texistence.\tThus,\tit\tis\ta\tcontradiction\tto\taccept\tthat\tWindsor\tHouse\tis\ta\twelcoming\tplace\twith\tits\thospitality\twhile\tat\tthe\tsame\ttime\tit\tis\ta\tdaily\texperience\tof\tthis\twall\tof\tno\treactions.\tAs\tMeron\treferred\tto\tin\ther\texperience\tin\tNorth\tAmerica,\tthis\tmay\tfeel\tunwelcoming\tto\tnewcomers.\t\tIt\tis\timportant\tto\tunderstand\tthat\tthe\twall\tof\tno\treactions\tcomes\tout\tof\trespect,\tespecially\tin\tthe\tcontext\tof\tconsent\tculture,\tthat\tis,\tthe\tintention\tof\tgiving\tpeople\tspace\tto\tsimply\tbe,\twithout\ta\tneed\tto\texplain\ttheir\tchoice\tto\tothers.\tIn\ta\tconsent\tculture,\tit\tis\tcommon\tto\task,\t\t 120\t\u00E2\u0080\u009CIs\tthat\tokay,\u00E2\u0080\u009D\tor\tto\task\tor\tgive\ta\tcomment\tbefore\ttaking\tan\taction.\tHowever,\tI\tadmit\tthat\tat\ttimes\tI\tfound\tit\tto\tbe\tan\tisolating\texperience.\tThus,\tin\tthe\tprocess\tof\tlistening\tto\twhatever\tis\tneeded\tin\tthe\tstudy,\tduring\tmy\tpre-study\tvisits\tand\tduring\tthe\tinterviews,\tI\trecognized\tmy\tneed\tof\tassistance,\twithin\ta\tforeign\tschool\tculture.\tComing\tfrom\ta\tculture\tin\twhich\tfood\tserves\tas\ta\tsocial\tglue,\tfood\tmaking\tin\tcollaboration\twas\tmy\tform\tof\tassistance.\tThrough\tmy\treflections\tafter\tthe\tlast\tgathering,\tI\twrote:\tFor\tme\tthe\treal\tprocess\there\tis\tthis\tartistic\tcollaboration\tbetween\tus\twith\tfood,\tto\tchallenge\teach\tof\tus\tin\tour\tthinking,\texpectations,\tunderstanding,\tand\texperiences\tin\tthis\tschool.\tThat\u00E2\u0080\u0099s\tthe\tidea\tof\tbeing\twith\tand\tbeing\tassisted,\tand\tfood\toffers\tus\tgreat\tmetaphors\tto\twork\twith.\tFollowing\tthis\tnote,\tthe\tquestion\tof\thospitality\tsurfaced,\tas\tit\tdid\tseveral\ttimes\tduring\tour\tgatherings\tin\tthe\tcontext\tof\tfeeling\twelcome.\tDuring\tthe\tfirst\ttwo\tgatherings,\twe\tconvened\taround\tparticular\trecipes.\tThe\trecipes\twere\tchosen\tin\tadvance\tand\tparticipants\twere\twelcomed\tto\tdo\tany\tadaptations\tthey\tdesired.\tWith\tthese\tpreset\trecipes\tpeople\tdidn\u00E2\u0080\u0099t\tfeel\tin\tthe\tflow\tof\tbeing\ttogether.\tHowever,\tthroughout\tthe\tthird\tand\tthe\tlast\tgatherings,\twhen\tthere\twere\tno\tset\tmenus,\tparticipants\twere\tmuch\tmore\tattuned\tto\tone\tanother.\tFor\tinstance,\tduring\tthe\tlast\tgathering\tI\tnoted:\t\tThis\ttime\tthere\tis\ta\tnew\tfeel\tin\tthe\troom.\tPlates\tare\tset\ton\tthe\ttable,\twith\tchairs\tfor\teveryone.\tThere\tis\ta\tfairness\tI\tam\tnoticing\tin\tthe\troom\tamong\tpeople.\tThe\tones\twho\tprepared\ta\tlot\tnow\tallow\tthemselves\tto\tsit\tand\tchat\tand\tothers\tset\tthe\ttable.\tIt\tdid\tnot\tfeel\tlike\tthat\tin\tprevious\tgatherings,\twhich\twere\tfilled\twith\tpersonal\taccomplishments,\tconcerns\tregarding\tthe\tfood\tmaking,\tand\tthe\tcollaboration\tit\trequires.\tParticipants\tmake\tthe\tfood\twhile\teating\tbites\tfrom\tall\taround\tthe\ttable.\tThis\tgathering\thas\ta\trelaxed\tnature.\tIn\tretrospect,\twithin\tthe\ttheme\tof\thospitality\tand\tfeeling\twelcome\tin\tthe\twhatever\tculture,\tI\tfound\tmore\tnotes\tfrom\tthe\tthird\tand\tlast\tgatherings\tand\tfewer\treferences\tto\tthese\tthemes\tin\tthe\tother\tmeetings.\tIt\tmeans\tthat\tin\tthose\tconversations\twe\tfelt\tmore\tconnected\tto\tthe\tflow\tamong\tparticipants\tas\topposed\tto\tholding\tset\texpectations\tfrom\teach\tone\tof\tus\tand\tus\t\t 121\tas\ta\tgroup.\tFor\tinstance,\tduring\tthe\tlast\tgathering,\tthere\twas\ta\tconversation\tabout\thow\teach\tof\tus\tperceives\thospitality.\tI\twrote:\t\tIt\tis\t72\tminutes\tinto\tthe\tmeeting,\tand\tthe\tconversation\taround\tthe\tnotion\tof\thospitality\tstarts.\tThe\tconnection\tI\t[Ofira]\tbring\tto\tthe\ttable\tis\tfood.\tSeveral\tpeople\ttalk\tabout\tit\u00E2\u0080\u0094that,\tyes,\tfood\tdelivers\thospitality\tin\ta\tmore\tvisible\tand\ttangible\tways.\tAt\tthe\tsame\ttime,\tMeron\temphasizes\tthat\tshe\talways\texperienced\tand\tthought\tof\tWindsor\tHouse\tas\tan\textremely\thospitable\tplace\tto\tbe\tin,\talthough\tit\twould\tusually\tnot\tbe\taround\tfood\tsharing.\tSeveral\tagreed.\tI\tagree\twith\tparticipants\tunderstanding\tthat\tI\tmade\tthe\tchoice\tof\toffering\tthe\tfood\tas\tour\tartistic\tcollaboration\twith\tthe\tunderstanding\tthat\tfood\tnurtures\tus\tand\toffers\ta\twelcoming\tfeel\tof\thospitality.\tParticipants\tfeel\tblessed\tfor\tthis\tnew\topportunity\tbecause\tprior\tto\tthis\tevent,\tsome\tof\tthe\tparticipants\tdid\tnot\tfeel\tthat\tfood\twas\tpart\tof\tcreating\ta\twelcoming\tenvironment.\t\tThis\texperience\tat\tWindsor\tHouse\ttaught\tme\tthat\thospitality\tand\tfeeling\twelcome\trequired\tus\tto\tlet\tgo\tand\taccept\tothers.\tThe\tthird\tgathering\thad\tthis\tfeel.\tIt\tdid\tnot\tbegin\ton\ttime.\tAs\tthe\tvideo\tstarted,\tthe\troom\tremained\tempty,\tand\tI\tfelt\tas\tif\twe\twere\twaiting\tfor\tsomething\tto\thappen.\tFor\t16\tminutes\tthe\troom\tlay\twaiting.\tI\thave\tno\tidea\twhy\tparticipants\tdid\tnot\tarrive\ton\ttime.\tI\tput\tthe\tspanakopita\tin\tthe\toven\tand\torganized\tseveral\tdishes\ton\tthe\ttable\tbefore\tanyone\tarrived.\tI\tfelt\tthe\tneed\tto\tremain\topen\tto\twhatever\tthis\tgathering\thad\tto\toffer.\tThe\tmenu\tfor\tthe\tthird\tgathering\tseemed\tto\tbe\twaiting\tfor\tdecisions.\tI\tpaused,\tlistened,\tand\tlet\tthe\tgroup\tshare\tthe\tneed\tof\tthe\tcommunity.\tIt\twas\ta\tcall\tfor\ta\treadymade\tcurriculum\tthat\tallowed\tparticipants\tto\tbe\ttogether\tas\tguests\tin\tthe\tmiddle\tof\tthe\tchaos\tof\tpacking\tthe\tschool\tbefore\tthe\tbig\tmove.\tAs\tI\twrote\tin\tmy\tnotes\tfrom\tthe\tthird\tgathering:\t\tThe\ttable\tis\tfilled\twith\tveggies\tand\tfruits,\tchips,\tand\thomemade\thummus.\tPeople\tare\tso\thappy\tthey\tdo\tnot\tneed\tto\tthink\ttoday\tand\tcan\tsimply\tbe\u00E2\u0080\u0094being\twith\teach\tother.\tPeople\tare\tasking\tless\tfor\tpermission\tof\tany\tkind.\tThey\tall\tjoined\tthe\ttable\tat\ttheir\town\tpace.\tPeople\tdo\tnot\tgather\taround\tthe\ttable\tas\tthey\tdid\tin\tprevious\tgatherings.\tPeople\tdo\tnot\tfeel\tthey\thave\tto\tcome\tand\tdo.\u00E2\u0080\u00A6\tKelley\tkeeps\torganizing\tthe\ttable;\tKristen\tis\tgetting\tinvolved,\t\u00E2\u0080\u00A6\twashing\tand\tcutting\tcucumbers.\tWhile\tI\torganize\tthe\tfood,\tI\tsnack\ton\teverything\tand\toffer\teveryone\tas\twell.\tI\tam\there\tto\tlisten\tto\twhat\tthis\tgathering\t\t 122\toffers.\tThe\tcurriculum\tadaptation\twas\tneeded\twith\tthe\tassistance\tof\tlistening\tand\tthe\tdesire\tfor\tbeing\twith.\tHospitality\tis\tnot\tonly\tabout\twhat\tis\tserved,\tbut\talso\tabout\twhat\tdoes\tnot\tget\tserved\tand\tfor\twhat\treason.\tOur\tgatherings\twere\tmeant\tto\tbe\thospitable\tand\tat\tthe\tsame\ttime\tinclusive\tfor\tanyone\twith\tspecial\tdietary\trestrictions.\tBeing\twith,\tlistening,\tand\tassisting\treceived\tnew\tmeaning\tin\tone\tentry\tinterview\twhen\tMeghan\tclearly\tstated\tthat\tshe\twould\tbe\tsatisfied\tin\tgatherings\tif\twe\thave\tmeat.\tThanks\tto\tthe\tfood\tassistance,\tI\trealized\tthat\tbeing\thospitable,\tin\ta\tbroader\tterm,\tis\tabout\tlistening\tto\tall\tneeds,\tincluding\tthe\tones\twho\tare\tconsidered\tpart\tof\tthe\tmajority,\tdominant\tgroup,\tor\tculture.\tAs\tI\tnoted\tduring\tthe\tfirst\tgathering:\tAt\t106\tminutes,\tI\tshare\ta\tmoment\tfrom\tone\tentry\tinterview\tin\twhich\tone\tparticipant\tbrought\tto\tmy\tattention\tthat\tthe\tneeds\tof\tmeat\teaters\tshould\tbe\tequally\trespected\tas\tthose\twho\tare\tgluten\tfree.\tIn\tour\tera,\twhen\tmany\tpeople\tare\tvegetarian,\tvegan,\tand\tgluten\tfree,\tit\tis\tour\tresponsibility\tto\tmake\tmeat\teaters\tfeel\tcomfortable\tand\twelcome\twith\ttheir\tchoices.\tThis\trealization\twas\ta\tsurprise\tfor\tme.\tI\trealized\tthat\tpaying\tattention\tto\tmy\tblind\tspot\tis\tpart\tof\tthe\tWindsor\tHouse\tculture\tof\tlistening\tand\tassisting\teveryone,\twhich\tis\tan\tintegral\tpart\tof\tthe\twhatever\tculture.\tThis\trealization\treminded\tme\tof\thome,\tof\tbeing\twith\tmy\tparents\tand\tmy\tgrandmother,\tand\tmade\tme\trethink\tthe\tinclusiveness\tof\tthese\tplaces\tthat\tI\thad\tperceived\tas\thospitable.\tThe\tfood\tassisted\tus\tin\tthis\tstudy\tas\ta\tmetaphor\tin\tunderstanding\tstudents\u00E2\u0080\u0099\tneeds\tand\tcurriculum\tadaptations.\tHowever,\tgrowing\tup\tin\tan\tenvironment\tin\twhich\tno\tspecial\tdishes\twere\tprepared\tto\tmeet\tan\tindividual\u00E2\u0080\u0099s\tneeds\tgave\tme\ta\tdifferent\tperspective\tof\tthe\tterm\thospitable.\tSuch\tan\tenvironment\tmade\tme\tbelieve\tthat\thospitality\tmeans:\tI\tam\there,\tready\tfor\tyou\tto\tarrive;\tthus\tthe\tfood\tis\tready\tbeforehand\twithout\tknowing\twho\twould\tshow\tup\tat\tthe\tdoor.\tOne\twould\tnot\tremain\thungry\tor\tbe\texcluded.\tAll\tfood\tpreferences\tcan\tbe\teasily\taccommodated,\tas\tvisitors\tadapt\ttheir\town\tmeals\tby\tserving\tthemselves\twhat\tthey\tneed\tfrom\tthe\ttable\tthat\tis\talready\tlaid\tout.\tThis\tfelt\teffortless\tgrowing\tup,\twhich\tmade\tme\tthink\tof\tthis\thospitable\tattitude\tas\ta\tsecond\tnature.\tI\tcarry\tit\tas\ta\tmethodology\tfor\tlife\tas\tan\teducator,\ta\tmother,\ta\tresearcher,\tand\tas\ta\tcommunity\tleader.\tFor\tme,\tthis\tconcept\tof\t\t 123\thospitality\tis\ta\tphilosophy\tof\tlife,\twhich\tmeans\tthat\tat\tany\tmoment\tthere\tis\ta\tpossibility\tto\tmake\tan\tadaptation\tto\tensure\teach\tsituation\tis\twelcoming\tfor\teveryone.\tThis\tis\tsimilar\tto\ta\tthought\tI\toffered\tin\tthe\tconversation\tin\tour\tsecond\tgathering.\tI\tasked\twhether\tparticipants\tset\tintentions\tfor\tthe\tday\tas\teducators\tat\tWindsor\tHouse,\tor\tif\tthey\tsimply\tarrived,\topen\tto\tadapt\tand\tchange\taccording\tto\tthe\tneeds\tin\tthe\tgroup.\tFor\tme,\tthis\tintention\twas\tsimilar\tto\tarriving\tat\tthese\tgatherings\twith\tthe\tfood\tprepared\tbefore\tthe\tguests\tarrived.\tMany\tparticipants\tclaimed\tthat\ttheir\tintentions\tfor\tthe\tday\tinvolve\tfocusing\ton\teach\tchild\tas\ta\twhole\tperson\tas\topposed\tto\tsetting\tintentions\tthat\trelate\tto\ttransmitting\tknowledge.\tThis\tled\tour\tconversation\tto\tthe\teducator\u00E2\u0080\u0099s\trole\tin\tassisting\tthe\twhole\tperson\tat\tWindsor\tHouse\tand\teducators\u00E2\u0080\u0099\troles\tin\tgeneral.\tI\tasked\tthe\tgroup,\t\u00E2\u0080\u009CWhat\tdoes\tit\tmean\tabout\tthis\tplace\tthat\tpeople\tdo\tnot\thave\ta\tset\tidea\tor\tan\tagreement\tabout\ttheir\trole?\tWhat\tdoes\tit\tmean\tin\tyour\tpractice?\u00E2\u0080\u009D\tMeghan\tresponded:\t\tThat\tis\tmore\tchallenging\tas\tan\tadministrator;\tthe\tstaff\tare\tdefining\ttheir\town\trole;\tThere\tare\tdifferences\tbetween\tpeople.\tThere\tare\tones\twho\tsee\ttheir\trole\tin\tthe\tbig\tpicture\tand\tother\tpeople\tdo\tnot.\tThere\tare\tpeople\twho\tsee\tthe\tgaps,\tand\tthe\tones\twho\tare\twilling\tto\tfill\tthe\tgaps,\tand\tothers\twho\tdo\tnot\u00E2\u0080\u0094sometimes\tbecause\tthey\tdo\tnot\tthink\tit\tis\ttheir\tjob,\tbecause\tthey\tdo\tnot\tnotice\tthe\tgaps,\tor\tbecause\tthey\tare\tbeing/doing\twhat\tthey\tsee\tin\tfront\tof\tthem\tand\tthey\tfeel\tthey\tare\tcalled\tto\tdo\tand\tthey\tthink\tit\tis\timportant.\t\tIn\tthis\tregard,\tthe\trole\tof\tan\teducator\tat\tWindsor\tHouse\tis\topen\tended\tand\tadaptable\tto\tthe\teducator\u00E2\u0080\u0099s\tability,\tdesire,\tand\tneeds\tin\trelation\tto\tthe\tstudents\u00E2\u0080\u0099\tneeds\tat\tthe\tmoment.\tIt\tis\timportant\tto\tmention\there\tthat\tthis\tunstructured\tset\trole\tat\ttimes\tfinds\tits\tbalance\tand\tis\tsometimes\tout\tof\tbalance.\tThis\tbrought\tto\tmind\tBiesta\u00E2\u0080\u0099s\t(2016)\tquestion\tof\twhat\tgood\teducation\tmeans;\tI\tinvestigated\tthis\tin\tthe\tcontext\tof\tWindsor\tHouse\tby\tinviting\teducators\tto\tstay\tin\tthe\ttension\tbetween\tbeing\tin\tthe\tworld\tand\twithdrawing\tfrom\tit\tor\tdestroying\tit\u00E2\u0080\u0094by\tcontinually\tquestioning\tand\tbeing\tengaged.\tBiesta\t(2016)\tbrings\tto\tour\tattention\tthe\tnotion\tof\twhat\tgood\teducation\tmeans,\tnot\tin\tthe\tsearch\tfor\ta\ttruth\tor\tan\tanswer,\tbut\tfor\tpulling\tus\tback\tto\twonder\twhat\tgood\teducation\tis\tnow,\tfor\teach\tof\tus,\tfor\t\t 124\tthe\tsociety\twe\tlive\tin,\tand\twithin\tthe\tglobal\tcontext.\tBiesta\t(2016)\ttalks\tabout\tthe\tthree\tdomains\tof\tpotential\tpurposes\tof\teducation:\tqualification,\tsocialization,\tand\tsubjectification.\tBiesta\t(2016)\tclaims\tthat\twe\tseem\tto\thave\tlost\tconnection\tto\tthese\tthree\tdomains\tin\tthe\trush\tof\tthe\tevidence-based\tera,\twhich\tnarrows\tthe\tconversation\tto\talmost\tsolely\tqualification\tdriven,\twhich\tis\tfar\tfrom\tthe\twhole-person\tapproach.\tThe\tconversation\tat\tWindsor\tHouse\tis\tmostly\tbased\ton\ttwo\tout\tof\tthese\tthree\tdomains\u00E2\u0080\u0094socialization\tand\tsubjectification.\tAs\tKristen\t(a\tnew\tteacher\tat\tWindsor\tHouse)\texplained\ton\tthe\tfirst\tgathering:\t\tWhat\tI\t[Kristen]\toffer\there\tis\tthat\tthey\t[curriculum\tdesigners]\tmay\tknow\tbetter\tknowledge\twise,\tbut\tnot\tcontext\twise.\tI\tam\tthe\tone\tthat\tknows\tthe\tstudents\tand\ttheir\tpersonal\tcontext\tmore\tthan\tthe\toutsiders\twho\tdelivered\tthe\tout-of-context\tcurriculum.\tKristen\u00E2\u0080\u0099s\tcomment\tlinks\twell\tto\tBiesta\u00E2\u0080\u0099s\t(2016)\tconcepts\tof\tsocialization\tand\tsubjectification\tin\tterms\tof\tgetting\tto\tknow\twho\tstudents\tare\tand\thow\tshe\tadjust\tthe\tcurriculum\tto\tfacilitate\tstudent\tinterests.\t\tDuring\tthe\tsecond\tgathering,\tthe\tconversation\tcontinued\tregarding\tthe\tteacher\u00E2\u0080\u0099s\tposition\tas\tan\tassistant,\tand\tthe\tquestion\tthat\tarose\twas\tof\tthe\tmany\tways\tand\tin\twhat\tways\tthe\tposition\tof\ta\ttraditional\tteacher\tcan\tbe\tchallenged\tso\tthat\tat\tany\ttime\tthe\trole\tcan\tshift,\tenabling\tdifferent\tindividuals\tto\tlead\tin\tthe\tclassroom.\tThis\tquestion\tcalls\tto\tmind\ta\tcommon\tfear\tamong\tadults,\tteachers,\tand\tparents\tregarding\tdemocratic\teducation\u00E2\u0080\u0094that\tit\tis\tmessy\tand\tchaotic\tat\tall\ttimes,\tand\tthere\tis\tno\tone\tperson\tto\tlisten\tto.\tYou\tcannot\tgo\tby\tthe\tbook\tas\ta\tdemocratic\tschoolteacher.\tAt\tthe\tlast\tgathering,\tMeron\tfurther\telaborated\ton\tthis:\tThat\u00E2\u0080\u0099s\twhat\tWindsor\tHouse\tbrings.\tIt\tis\tnot\tabout\tacademic\tquality.\tIt\u00E2\u0080\u0099s\tnot\tabout\tyour\tintellect\tany\tmore\tthan\tany\tother\tpart\tof\tyour\twhole\tperson.\tThat\u00E2\u0080\u0099s\tone\tof\tthe\tdifferences\tbetween\twhere\tI\tcame\tfrom\t[New\tZealand],\tand\twhere\tI\tam\tnow,\u00E2\u0080\u00A6\tso\tit\tis\treally\tinteresting\twhen\tyou\ttalk\tabout\tfood\tbecause\tyou\t[Ofira]\tbring\tso\tmuch\tculture\tinto\tfood\tpreparation.\tI\tthought\tabout\tyou\twhen\tI\twas\tleaving,\tgiving\tmy\tfriend\ta\tride,\tand\tI\tmet\tyou\tat\tthe\tdoor\twith\tall\tyour\tbags,\tand\tI\tthought,\tmaybe\tOfira\tis\tused\tto\ta\tdifferent\tfeel\u00E2\u0080\u00A6.\tMaybe\twhere\tshe\tcomes\tfrom\tit\twould\tbe\ta\tbig\tcrowd\tgreeting\ther\tat\t\t 125\tthe\tdoor\tand\thelping\ther\tcarry\teverything\tin,\tand\tI\tlet\ther\tdown?\tI\twonder\tif\tyou\tsee\tWindsor\tHouse\tas\tself-absorbed\t[carrying\tonly\tabout\tone\u00E2\u0080\u0099s\town\tself].\tMy\thonest\tanswer\twas,\tit\tdepends.\tThere\twere\ttimes\tthat\tI\tfelt\tWindsor\tHouse\twas\tself-absorbed.\tIt\twas\tonly\tover\ttime,\tafter\tI\timmersed\tmyself\tin\tthe\tschool\tculture,\tthat\tI\texperienced\tit\tdifferently.\tReflecting\tback,\tI\tunderstand\tbetter\tthe\tparallel\tMeron\tmade\tbetween\ther\tdifferent\texperiences\tin\tNew\tZealand\tand\tat\tWindsor\tHouse\tand\tmy\tdifferent\texperiences\tin\tIsrael\tand\tat\tWindsor\tHouse.\tShe\toffered\tthe\tgroup\tthe\tlens\tof\tlooking\tat\tindividuals\tas\twhole\tpeople,\twith\ttheir\tlife\texperiences,\tqualities,\tand\texpectations\u00E2\u0080\u0094educators\tas\twell\tas\tstudents.\tEducators\tat\tWindsor\tHouse\tfeel\tassisted\tand\trespected\tas\twhole\tpeople,\tjust\tas\tthey\tare\texpected\tto\tassist\tand\trespect\ttheir\tstudents.\tThe\trequirement\tfrom\tthem\tis\tto\ttake\tsuitable\tresponsibilities\tat\tWindsor\tHouse\taccording\tto\ttheir\tabilities.\tThey\tdo\tso\twhile\tusing\tthe\tlens\tof\tobserving\tindividuals\tas\twhole\tpeople,\twhich\tsupports\teveryone\tin\tthe\tprocess\tof\texploring\ttogether.\tAt\tthe\tsecond\tgathering,\tCorin\tadded\tthat\tmost\teducators\tat\tWindsor\tHouse\tdefine\ttheir\trole\tas\tmentors.\tI\tthen\tinquired\tif\tMeghan\u00E2\u0080\u0099s\tquestion\tto\teducators,\twhich\tshe\thad\tposed\tat\tthe\tbeginning\tof\tthe\tyear\t(what\tdo\tstaff\tmembers\twish\tto\tdo\tthis\tyear\tat\tWindsor\tHouse),\tencourages\tall\tstaff\tto\thold\tthat\tsame\tattitude\tand\tperspective\twith\tthe\tstudents,\twhich\twould\toffer\tmentors\tand\tstudents\ta\tsimilar\tdaily\tlife\texperience?\tCorin\treplied,\t\u00E2\u0080\u009CDefinitely,\tyes.\u00E2\u0080\u009D\tShe\tcontinued\tby\tbringing\tup\tthe\tconversation\tthat\tKristen,\tEllen,\tand\tshe\thad\tduring\tthe\tentry\tinterview\tof\tthis\tstudy,\twhen\tthey\tdiscussed\tthat\tthe\tthree\tof\tthem\twere\tOK\twith\tthe\ttitle\tteacher,\tand\tall\tthree\tof\tthem\thad\ttaught\tin\ta\tmore\ttraditional\tschools\tas\twell\tas\tthis\tdemocratic\tschool.\tIt\tis\timportant\tin\tthis\tcontext\tto\tmention\tthat\tall\tother\tparticipants,\tbeside\tthese\tthree,\tused\tterms\tother\tthan\ta\tteacher\tto\tdefine\ttheir\trole\tat\tWindsor\thouse.\tIn\tthe\tsecond\tgathering,\tCorin\tadded\tthat,\tas\ta\twoman,\tshe\twore\tmany\tdifferent\thats:\tHere\tI\tam\ta\tteacher,\tin\ta\tdifferent\tplace\tI\tam\ta\tmentor,\tin\ta\tdifferent\tplace\tI\tam\ta\tcommunity\tartist\u00E2\u0080\u0094and\tI\tam\tthat\there.\tI\tam\ta\tteacher\there\twho\thas\tresponsibilities\u00E2\u0080\u0094that\u00E2\u0080\u0099s\twhy\tI\tdo\tnot\thave\ta\tproblem\tcalling\tmyself\ta\tteacher\there.\t\tWhile\tthe\tterms\tpeople\tchoose\ttell\ta\tpersonal\tstory\tand\tprovide\tcontext,\tI\targue\tthat\tthe\tdeeper\tmeaning\tand\tunderstanding\tof\teach\tperson\u00E2\u0080\u0099s\trole\tin\tthe\tschool\tis\tof\tgreater\t\t 126\tconsequence.\tAs\tBiesta\t(2015b)\tdescribes,\twhat\treally\tmatters\tin\teducation\tand\tin\tmaintaining\tmeaningful\tbalance\tare\tthree\tfunctions\tof\teducation\tand\tthree\tdomains\tof\tpurpose.\tHe\texplains\tthat\tthree\tfunctions\tare\tneeded\tin\torder\tto\ttransmit\tknowledge\tto\tothers:\tlearning\tsomething,\tfor\ta\treason,\tand\tfrom\tsomeone\t(Biesta,\t2015b).\tAs\tmentioned\tearlier\tin\tChapter\t2,\tthe\tthree\tdomains\tof\tpurposes\tinclude\t(a)\tsocialization,\tin\twhich\tstudents\texplore\twho\tthey\tare;\t(b)\tsubjectification,\tin\twhich\tstudents\tdeal\twith\tthe\tquestion\thow\tare\tthey\tbeing\tin\tthe\tworld;\tand\t(c)\tqualification,\tin\twhich\tstudents\tare\tmarked,\ttested,\tand\tso\tforth\t(Biesta,\t2015b).\tWhile\tWindsor\tHouse\teducators\tput\textra\teffort\tinto\tassisting\twith\tthe\tfirst\ttwo\tdomains\tof\tpurpose,\tBiesta\u00E2\u0080\u0099s\tideas\tsuggest\tthat\tattending\ta\tdemocratic\tschool\ttranslated\tinto\tmany\textra\thours\tof\tstudy\tbeyond\tmainstream\tschool\thours\twhen\taccounting\tfor\tspecial\tevents,\tfields\ttrips,\tand\tso\ton.\tDuring\tthe\tthird\tgathering,\tseveral\tparticipants\tshared\tthat,\tin\tpractice,\tit\tis\tan\tongoing\texperience\tof\ttrying\tto\tmake\tit\twork,\twith\tthe\tstruggle\tof\tbeing\tunder\tconstant\tattack\tand\tlacking\tsupport\tof\tthe\tauthorities\tin\tterms\tof\tthe\tbuilding\tof\tthe\tschool,\tas\twell\tas,\tcurriculum\tand\tpedagogies.\tFor\tinstance,\talthough\tthe\tmajority\tof\tWindsor\tHouse\tcommunity\tmembers\tmainly\treside\tin\tEast\tVancouver,\tadministrators\tcould\tnot\tarrange\tto\tlease\ta\tschool\tbuilding\tin\tthat\tarea;\tas\ta\tresult,\tthe\tschool\tcommunity\talways\tfunctions\twithin\ta\tcondition\tof\ttemporality.\t\tThis\tstruggle\tis\tan\tongoing\tone\tfor\tWindsor\tHouse\tand\tis\tfamiliar\tto\tme\tfrom\tthe\tdemocratic\teducation\tstruggle\tin\tIsrael\tas\twell.\tThe\tstruggle\tmakes\tits\tmark\ton\tpeople\ton\ta\tpersonal\tlevel\tas\twell\tas\ton\tthe\tschool\toperation\tlevel.\tEducators\tare\tasked\tto\tregularly\tlive\tthe\tambiguity,\tadaptations,\tand\tchanges\tthis\tstruggle\toffers.\tAs\tI\twrote\ton\tthe\tthird\tgathering,\t\tThe\tteam\tstarts\tto\tarrive.\tIt\tis\tthe\tbeginning\tof\tan\tending\tfor\tWindsor\tHouse\tin\tthis\tlocation,\twhich\twas\tits\thome\tfor\tmany\tyears.\tThe\tschool\tstarts\tto\tlook\tlike\tand\tfeel\tlike\ta\tpacked-up\thome\tbefore\ta\tmove.\tKelley\torganizes\tchairs\taround\tthe\ttable.\tCarrots,\tsprouts,\thomemade\thummus,\tand\tdolmades\tare\twaiting\ton\tthe\ttable.\tIt\tis\t15\tminutes\tinto\tthe\tgathering,\tI\tunderstand\twhere\tI\tam\tcoming\tfrom,\tmaking\tsure\tthere\tis\tfood\ton\tthe\ttable\twhen\teveryone\tarrives.\tThe\tparticipants\tare\tdealing\twith\ta\tlot\tat\tthe\tmoment\tregarding\twhat\u00E2\u0080\u0099s\tnext.\tSeveral\tparticipants\tmay\tlose\ttheir\tposition\twith\tthis\tmove.\tIt\tis\t\t 127\timportant\tfor\tme\tto\tmake\tthem\tfeel\twelcome.\tI\tspent\tmy\ttime\torganizing,\tcleaning,\tmaking\tsome\tfood,\tand\thaving\tsome\tof\tit\tready\tto\tsnack\ton\tright\taway.\tI\twait\tfor\teveryone\tto\tgather,\tshare\tconcerns,\tsupport\teach\tother,\tand\tfeast\ttogether.\t\tBringing\tthis\ttheme\tto\tan\tend,\tI\tfeel\tthe\timportance\tin\tsharing\tanother\tpersonal\tnote\tfrom\ta\trecording\tI\tmade\tright\tafter\tthe\tlast\tgathering.\tDuring\tthis\tstudy,\tI\trepeatedly\treminded\tmyself\tto\tpay\tattention\tto\tthe\tparticular.\tWhen\tone\treceives\tthe\topportunity\tto\tconnect\tand\tengage\tin\tthe\tworld\twith\tthe\tassistance\tof\tthe\tparticular,\tthen\the\tor\tshe\trecognizes\tthe\timportance\tof\tpractice.\tAs\tI\twrote\tat\tthe\tfourth\tgathering:\t\tI\tfeel\thappiness\tand\tsadness\tin\tmy\theart,\twith\tthe\tneed\tto\tcry\tand\tcelebrate\tthis\topportunity\tI\tinvited\tinto\tmy\tlife\tto\twork\tand\tstudy\twith\tWindsor\tHouse\tcommunity.\tI\tfeel\tthat\tI\twent\tthrough\ta\tsort\tof\tmeaningful\ttransformation,\twhile\tbeing\tpart\tof\tthis\tprocess.\tThe\tunderstanding\tof\thow\teducators\tdevelop\tand\tgrow\ttogether\twith\ttheir\tstudents\tand\tthe\tstaff\tis\treally\tpowerful\tto\twatch,\tbe\twith,\tand\tstudy.\tI\trealize\tthat\tI\tgained\ta\tdifferent\toutlook\ton\tthis\tcommunity.\tAs\tI\tcame\tto\tthis\tstudy,\tI\twas\tconvinced\tmy\trole\twas\tto\tshare\twith\tparticipants\twhat\thospitality\tmeans\tand\tlearn\tfrom\tthem\tmuch\tmore\tabout\ttheir\tviews\tand\tunderstanding\tof\tdemocratic\teducation.\tHowever,\tnow,\tlooking\tback,\tI\trealize\tthat\tWindsor\tHouse\thospitality\tholds\twide\tand\tmeaningful\tconnotations\tof\tacceptance\tof\twho\tyou\tare,\twhenever\tyou\tcome,\tand\twhatever\tyou\tfeel\tlike\tsharing\tat\tin\tany\tgiven\tmoment.\t\tThus,\tto\tcapture\tthe\tessence\tof\tthe\trelationships\tbetween\tdialogue\tand\thospitality\tin\ta\tdemocratic\tschool\tmeans\tto\tconnect\tback\tto\tBiesta\u00E2\u0080\u0099s\tcall\tfor\treclaiming\tthe\tpurposes\tof\teducation\tand\trethinking\twhat\teducation\tis\tought\tto\tbe\tabout\t(Biesta,\t2006).\t\tMy\tpositive\tintention\tto\tstudy\talongside\tparticipants,\tlearning\tabout\ttheir\tskills,\tintentions,\tand\tbeliefs\tin\tdemocratic\teducation,\tbrought\tthe\tfollowing\tpiece\tto\tlife.\tA\tpiece\tthat\tblends\tthe\tdifferent\tvoices\tand\texperiences\ttogether\tto\tmeet\tstudents\u00E2\u0080\u0099\tneeds\tof\tassistance:\tRoots\tare\tall\tconnected\tnot\tknowing\twhere\tit\tstarts,\twhere\tit\tends.\tRoots\tand\troots\tand\troots.\t\t\t 128\tLooking\tfor\troots,\tnurturing\troots,\tcutting\troots.\t\tRoots\tof\tschooling,\tof\tsocial\tjustice,\tof\teco\tjustice,\tof\tfriendships,\tof\tfamily.\t\tRoots\tof\tcollaboration\tthrough\tarts,\tlife,\tfood,\tand\tcommunication\tat\tlarge.\t\tAll\tneeds\u00E2\u0080\u0094water,\tsun,\tand\tsoil\u00E2\u0080\u0094to\tgrow\ttogether.\tGardening\tthe\tcomplexity\tof\tlife\tand\tfears.\t\tBig\twords\tconnect\tit\tall\tto\ta\tsimple\tbut\tcomplex\treality.\tReality\tthat\tis\tquestionable,\tthat\toffers\tawareness\tfor\twhat\tis.\t\tAwareness\tto\tthe\tuniqueness\tof\teach\tof\tus.\tAwareness\tto\twhen\tand\twhere\tit\tmatters\tthat\tI\tam\tI.\t\tAwareness\tto\twhat\tschool\toffers\tin\tthis\tcomplex\treality.\t\tBeing?\tTeaching?\tAssisting?\t\tSailing\tslowly\tin\tthe\tocean\ton\tthe\tway\tback\tfrom\tthe\tSunshine\tCoast,\t\ttakes\tthese\twonders\tdeeper.\t\t\u00E2\u0080\u009CWhy\tschooling?\u00E2\u0080\u009D\tI\twonder.\t\tThe\tocean\tbrings\tthe\tquestion\u00E2\u0080\u0094why\tdo\tI\tbother?\tWhat\tis\tit\tin\tthe\tworld\tthat\tmakes\tme\tfeel\tI\tcould\toffer\tsomething\tdifferent?\tWhat\tis\tthis\tuniqueness\twe\tare\tlooking\tfor\twithin\tand\taround\tus?\t\tWho\tam\tI\tto\tre-search\tteachers?\t\tFor\twhat\treason\tshould\tI\tstudy\teducation?\t\tWhat\tis\tmy\tvision\tin\tdoing\tso?\t\tFears\tand\twonders\tand\tfears\tand\twonders.\t\tI\twish\tthe\tgarden\tof\thumanity\tcould\tgrow\twild\tagain.\t\tGrow\twild\toutside\tof\tcommunity\tgarden\tplots.\t\tWhere\thumans\talongside\tthe\toutdoors\tgrow\twithout\tbeing\tafraid\tto\tbe\tthemselves.\tTo\tlive\tour\tdesires\tand\tpassions.\tWithout\tfear.\t\tWhy\tdoes\tfear\tstop\tus\tfrom\tbeing\twho\twe\tare?\tDoes\tit\trelate\tto\tschooling?\t\tWhat\tabout\tschooling\tbothers\tme?\t\tIs\tit\tthe\tcall\tfor\tconformity?\tBeing\tgood?\tDoing\tit\tright?\tKnowing\tthe\trules?\t\tWhat\tis\tit\tin\tthe\tschool\texperience\tthat\tmakes\tit\tfearful\tfor\tmany?\t\t 129\tFears\tand\twonders\tand\tfears\tand\twonders.\tFear\tknocks\ton\tmy\theart\tagain.\tDoes\tdemocratic\teducation\tenable\tpeople\tto\tbe\tfree\tfrom\tfear?\tIs\tthere\ta\tcertain\tway\tto\tbe\ta\tgood\tstudent?\t\tWhat\twas\tschool\tfor\tme?\t\tWhat\tdoes\tit\toffer\tnow?\t\tSchool.\tA\tplace\twhere\tI\tlearned\tto\tlie\ton\ta\tdaily\tbasis.\t\tA\tplace\twhere\tI\tmet\tfriends\tbut\talmost\talways\tdid\tnot\thave\ttime\tto\tBE\twith\tthem.\tA\tplace\twhere\tI\thave\tlearned\tto\tpostpone\tmy\tinterests\tuntil\tlater.\tA\tplace\tthat\tprovided\tme\tfacts\tout\tof\tcontext.\t\tA\tplace\tI\tdid\tnot\tlike\tto\tgo\tto.\tSchool.\t\tWhat\tif\twe\tflip\tit\tand\twonder\thow\tschool\tcould\tassist\tus?\tWhat\tcould\tschool\tassist\tus\twith?\tAssist\tus\tin\texploring,\tbeing,\tand\tcommunicating\twith\teach\tother?\tAssist\tus\tin\tusing\tvaluable\tknowledge?\tAssist\tus\tin\tour\tpath\tof\tawareness\tto\tour\tinner\tbeing?\tAssist\tus\tin\tour\trelationship\twith\tthe\toutdoors\tand\tplace?\tAssist\tus\tin\tunpacking\tothers\u00E2\u0080\u0099\tneeds\tand\tdreams?\tAssist\tus.\tAssist\tus\tin\texploring\ttemporality\twithin\tthe\troutine\tregime?\tAssist\tus\tin\tmaking\troom\tfor\tother\thuman\tbeings?\tAssist\tus\tin\tcollaborating\tthrough\tarts?\tAssist\tus\tas\twe\tcommunicate\twith\teach\tother\toutdoors?\tAssist\tus\tin\tbeing\tourselves\tin\trelation\twith\tour\tsurroundings?\tAssist\tus.\tAssist\tus\tin\tbeing\tin\tthe\tworld\twithout\tbeing\tthe\tcentre\tof\tthe\tworld?\tAssist\tus\tin\tfeeling\tinvited?\tAssist\tus\tin\tbeing\ttogether\twith\tthose\tin\tthe\tworld\twho\tare\tdifferent\tfrom\tus?\tAssist\tus\tin\tfacing\tthe\tongoing\tchallenge\tof\tdialogue?\t\t 130\tAssist\tus.\tWhy\tdoes\tfear\tstop\tus\tfrom\tbeing\twho\twe\twant\tto\tbe?\tWhat\tdo\tfolk\tculture\tand\tcarnival\t(Bakhtin,\t1965)\toffer\tus\tin\tdealing\twith\tthis\tfear?\tThe\tfolk\tand\tcarnival\tculture\tmay\toffer\tus\taccess\tto\tunmasked\tspaces\tsuch\tas\tthose\toffered\tin\tWindsor\tHouse\tthrough\tongoing\ttheatrical\texperiences.\tThe\tarts\tmay\tassist\tus\tin\tdefining\tthe\tabsolutely\tnecessity\tof\tboundaries\t(Bohm,\t1985)\twithin\tfolk\tand\tcarnival\tcultures.\tEncountering\tassistance\tin\tdemocratic\teducation\thas\tbeen\ta\tlearning\tencounter\tfor\tme\tand\thas\tallowed\tmy\tvoice\tto\tbe\theard\twith\tnew\tpossibilities\tfor\ta\tmore\tdemocratic\tand\topen-ended\texperience\tin\tplaces\tof\tlearning.\tWelcoming\tthe\twhatever\tculture\tmay\tenable\tpeople\tto\task\tthe\tfollowing:\tWho\tam\tI?\tWho\tdo\tI\twant\tto\tbe?\tWhat\tdo\tI\twant\tto\tbe\tresponsible\tfor?\tFrom\tComplicated\tConversations\tto\tDialogue\t\tI\tbegan\tthis\tstudy\tinformally,\twith\tmany\tdifferent\tconversations\tabout\tthe\tmeaning\tof\tdemocratic\teducation,\thistory,\tphilosophy,\tvalues,\trules,\troles,\tand\tdreams.\tIt\twas\tan\toffering\tfor\tparticipants\tand\tmyself\tto\tconnect,\trelate,\tencounter\tone\tanother,\tas\twe\topened\tourselves\tto\tnew\tpossibilities\tin\tour\tcommunication\tand\trelationships.\tAs\tdiscussed\tearlier\tin\tthis\tthesis,\tdialogue\tdoes\tnot\thappen\twithout\ta\tshared\tdesire\tto\texplore\ttogether\tideas\tand\tfeelings\twe\tare\twilling\tto\trethink\tin\tnew\tways\ttogether.\tAs\tPinar\t(2011)\toffers,\tLet\tus\tfollow\tHongyu\tWang\t(see\t2004,\t75)\tin\ther\tsearch\tfor\ta\tthird\tspace\tthrough\tintercultural\tconversation,\ta\tspace\twherein\tnew\tforms\tof\tlife\tcan\tbe\tcreated.\tTo\tparticipate\tin\tthis\tcomplicated\tconversation,\tlet\tus\tlisten\tto\tthe\tcall\tfrom\tthe\tstranger. (p. 121) Let\tus\tlisten\tto\twhat\tcomplicated\tconversations\tallow\tus\tto\thear.\tThis\tled\tme\tto\texplore\tthe\tquestions\tof\twhen\tand\thow\tcomplicated\tconversations\tmay\tturn\tinto\tdialogue,\tand\twhat\tdoes\tdialogue\tmean\tin\tthe\tcontext\tof\tthis\topen\tstudy?\tAs\tthe\ttitle\tof\tthis\tdissertation\tclaims,\tthis\tstudy\texplored\tthe\tprocess\tof\tcreating\tmeaning\tof\tdemocratic\teducation\tthrough\tdialogic\tcooking.\tMeaning\tmaking\thappened\twith\teducators\twhile\tcooking\tcollaboratively\tin\ta\tdemocratic\tschool.\tThe\tfirst\tand\tsecond\t\t 131\tgatherings\twere\tfilled\twith\tcooking\tcollaboratively\twithin\ta\tset\tof\tprescribed\trecipes.\tThose\ttwo\tmeetings\tmetaphorically\tfelt\tmore\tlike\tcomplicated\tconversations\ton\ttheir\tway\tto\tbecoming\tdialogue.\tParticipants\twere\tinvited\tto\ttake\tan\tactive\trole\tin\tchoosing\twhat\twas\tgoing\tto\tbe\tprepared,\tand\twere\tencouraged\tto\tmake\tadaptations\taccording\tto\tthe\tpersonal\tand\tthe\tcollective\twishes\tand\tneeds.\tFor\tinstance,\tin\tthe\tfirst\tgathering,\twhich\twas\tMediterranean\tfood,\twe\tfollowed\tthe\tchoices\tof\tseveral\tparticipants\twho\tvolunteered\tto\ttake\tthe\tlead\tfor\tthat\tgathering\twith\tmy\tsupport.\tWe\tmade\ttabouleh,\tstuffed\tpapers\t(vegetarian\tand\twith\tmeat),\ttahini\tcookies,\ttomato\tsoup\twith\trice,\tand\tmejadra.\tThis\tchoice\tof\tcuisine\twas\tmade\tcollectively.\tAt\tthis\tgathering,\tthere\twas\tno\tready-made\tfood,\twhich\tmade\tthe\tcollaborative\tcooking\tmuch\tmore\thectic\tfor\tseveral\tparticipants.\tIn\tmany\tways\tthe\tfirst\tgathering\tfelt\tas\tif\tit\twere\ta\tfirst\tdate,\tsince\tparticipants\tstarted\tcooking\ttogether\twithout\tsuch\tprevious\texperience\tas\ta\tgroup.\tThus,\tquestions\tsurfaced,\tsuch\tas,\thow\tdo\tyou\tlike\tto\tclean\tthe\tparsley?\tHow\tdo\tyou\tlike\tto\tprepare\tyour\tquinoa?\tWhere\tcan\tI\tfind\ta\tmeasurement\tcup?\tWhich\tknife\tI\tshould\tuse?\t\tIt\tis\timportant\tto\tfirst\trecognize\tthe\tdifference\tbetween\tthe\tprocess\tof\tcreating\tmeaning\tand\tthe\tmeaning\titself.\tThe\tprocess,\ton\tone\thand,\tincludes\tthe\tsetting,\tthe\tembodiment\tof\tthe\texperience\tof\tcooking\tcollaboratively,\twhile\tholding\tcomplicated\tconversations\tand\tfeasting\ttogether.\tIn\tthis\tprocess,\tparticipants\tshared\ttheir\tpersonal\tunderstanding\tof\tdemocratic\teducation.\tIn\tthe\tbeginning\tit\twas\tmore\tabout\tsharing,\tas\topposed\tto\tcreating\tmeaning\ttogether\tin\ta\tdialogical\tmanner.\tLater,\tthe\texperiences\tparticipants\tbrought\tforward\tbecame\tthe\tingredients\tfor\ta\tdialogue\tof\tcreating\tmeaning.\tThus,\tthis\tstudy\toffered\tan\texploration\tof\tknown\tand\tcommon\tmeanings\tas\twell\tas\tthe\tcreation\tof\tnew\tmeanings.\tI\targue\tthat\tthe\tcreation\tof\ta\tnew\tmeaning,\tcreated\ttogether,\tis\tdialogic\tin\tnature,\tor\tthe\tbeginning\tof\tdialogue.\tFor\tinstance,\tduring\tthe\tfirst\tgathering\tthere\twere\tno\tset\trules.\tI\tasked\tonly\tone\tquestion:\tWhat\tintention\tdid\teach\tof\tus\thave\tfor\tour\tdialogical\tcooking?\tIt\twas\tnot\tyet\tdialogue,\tbecause\tthere\twas\ta\tneed\tto\tcome\ttogether\tfirst,\tto\tshare\tthe\tquestions\tand\tperspectives\teach\tof\tus\tbrought\tto\tthe\ttable.\tParticipants\twere\tconfused\tand\tshared\tthis\tfeeling\tthrough\tquestions,\tsuch\tas\tMeghan\twondering,\t\u00E2\u0080\u009C[It\tis]\tsomething\tthat\twe\tare\tnot\tsure\thow\tto\tmove\tforward\twith,\u00E2\u0080\u009D\tand\tLinda\tasking,\t\u00E2\u0080\u009CDo\tyou\tmean\tmaybe\tphilosophically?\u00E2\u0080\u009D\t\t\t 132\tThese\tquestions\tcame\tas\ta\tresult\tof\tnot\tknowing\twhat\tour\ttime\ttogether\twould\toffer.\tI\thad\thoped\tthat\tthis\topen-ended\tgathering\tmight\tenable\tcurrent\tmeanings\tto\tarise\tas\twell\tas\tnew\tmeanings\tto\tbe\tcreated.\tIn\tour\tfirst\tgathering,\twe\tonly\tknew\tthe\tset\tcurriculum,\twhich\tincluded\tthe\tMediterranean\trecipes\tthat\tparticipants\thad\tasked\tme\tto\tshare\twith\tthem.\tThe\tcurriculum\twas\tnew\tto\tmany\tand\trequired\tmore\tattention\tto\tdetail\tand\tless\tto\tflow.\tThe\tfeast\twas\tbeyond\tour\texpectations.\tAt\tthe\tsame\ttime,\tat\tthe\tend\tof\tthe\tgathering,\tseveral\tparticipants\tshared\tin\tthe\tclosing\tconversation\tthat\tthis\tgathering\tchallenged\tthem\tmore\tthan\tthey\thad\tanticipated.\tThey\texplained\tthat\tthe\tcollaborative\tcooking\trequired\teffort,\twhich\tmade\tit\thard\tto\tfollow\tthe\tmany\tconversations\tthat\twere\thappening\tin\tparallel.\tSeveral\tparticipants\texpressed\tdisappointment,\tas\tthey\thad\thoped\tthe\tconversation\twould\tmove\tdirectly\tinto\tdialogue.\tI\tsuggested\tthat\tit\tis\timportant\tto\tfeel\ta\tbit\tlost\tin\tthe\tbeginning\tof\ta\tjourney\tand\treminded\teveryone\tthat\tthese\tconversations\twould\tfuel\tfuture\twork.\tIn\torder\tto\tget\ta\tfeel\tof\tthose\tparallel\tconversations,\tI\twish\tto\tshare\tseveral\tanecdotes.\tFor\tinstance,\tBronwen\tstarted\tone\tof\tthe\tconversations\tduring\tthe\tfirst\tgathering:\tI\tdid\tnot\tcome\there\tfor\ta\tdemocratic\tschool\tbut\tI\tbelieve\tthat\u00E2\u0080\u0099s\tthe\tway\twe\tlive\tcollectively.\tThe\tchallenge\tin\tour\tdemocratic\tcollective\tis\thow\tdo\twe\tmeet\tthe\tneeds\tof\teveryone?\tAnd\thow\tdo\twe\thold\tit.\u00E2\u0080\u00A6\tHold\tthe\tspace\tto\tinspire\tthem?\tI\twant\tto\texplore\thow\tour\tdemocratic\tcollective\tis\tresilient\tso\tnobody\tfalls\tthrough.\t\tOther\tparticipants\tshared\ttheir\tintentions\tas\twell.\tParticipants\talso\tshared\ttheir\tpersonal\tinterest\tin\tdemocratic\teducation,\tsuch\tas\tKristen\tand\tAndre.\tMeghan\tthen\tstated:\tI\tam\treally\tconnected\tright\tnow,\tin\tmy\town\tpractice.\tI\tam\treally\tcurious\tnow\tthat\tI\tam\tpersonally\tmoving\tfrom\tout\tof\tthese\tcrises\u00E2\u0080\u0094let\u00E2\u0080\u0099s\tstay\talive\u00E2\u0080\u0094\tOh,\twe\tare\tin\talive\tmode!\tI\treally\twant\tto\tconnect\tto\tthe\tdemocratic\tworlds\tthat\tboth\tI\tgrew\tup\twith\tand\talso\thave\tbeen\tevolving,\tnot\tjust\twhat\tI\tgrew\tup\twith\tbut\talso\twhat\tthe\trest\tof\tthe\tworld\tis\tdoing\tnow\tin\tdemocratic\teducation.\tWhat\tthey\tare\tdoing\tin\tdifferent\tcountries,\tdifferent\tcultures.\tLooking\tat\tthe\tways\tpeople\tare\tdoing\tit\tso\tit\tis\tnot\tjust\tabout\tus.\u00E2\u0080\u00A6\tSimilar\tmodels\tare\tbeing\tused\t\u00E2\u0080\u00A6\t[they]\tchange\tand\tevolve,\tbecause\tI\tthink\twe\tare\tbig\tenough\u00E2\u0080\u0094we\tare\tno\tlonger\tthe\tmodel\tI\tgrew\tup\twith.\tWe\tare\tnot\t25\tto\t60\tstudents.\tIt\tis\t\t 133\ta\tmuch\tbigger\tthing.\tHow\tdo\twe\tretain\tthis\tcommunity\tand\t\u00E2\u0080\u00A6[explore]\tmy\timpact\ton\tyou,\tyour\timpact\ton\tme.\u00E2\u0080\u00A6\tHow\tdo\twe\tstay\tconnected\tin\ta\tdifferent\tway?\t\tOthers\tshared\tthat\twhile\tour\tfirst\tgathering\tdid\tnot\tfeel\tas\tdialogic\tas\tthey\texpected,\tthey\twere\tconsumed\twith\tthe\tlabour\tof\tfood\tpreparation.\tDavid\tfelt\twe\tshould\tput\tless\ttime\tinto\tthe\tchopping\tso\tthat\tin\tthe\tgathering\twe\twould\tbe\table\tto\tengage\tmore\tin\tthe\tconversation.\tHe\tsuggested\twe\tpre-make\twhatever\twe\tcould\tbeforehand.\tI\tclarified\tthat\tI\tthink\tthe\tcollaborative\tcooking,\tand\tall\tthe\tparticular\twork\tit\trequires,\tthe\tembodiment\tof\tit\tand\teven\tthe\taesthetic\tof\tthe\tfood\tcreation,\tis\tactually\timportant\tfor\tour\tprocess\tto\trecognize\tour\tneeds\tfor\tcreating\tspace\tfor\tdialogue\tto\thappen.\tDavid\tseemed\tdoubtful,\tbut\the\twas\topen\tto\tgiving\tit\ta\tchance\tin\tfuture\tgatherings.\tWith\tthat\tbeing\tsaid,\tparticipants\talso\tpraised\tthe\tdoing\tand\tcollaborating\twith\tcolleagues.\tKristen\temphasized:\t\tI\tlike\tthe\tchopping.\tI\tlike\tthe\twork.\tYou\tdo\tnot\twork\tany\tmore\tbeside\tpeople.\tWe\ttalk\tabout\tcollaborating,\tbut\twe\tjust\ttalk\tabout\tcollaborating.\u00E2\u0080\u00A6\tSo\tI\tenjoyed\tdoing\tthat,\tand\tI\tgot\tto\tinteract\twith\tcolleagues\tin\ta\tdifferent\tway,\tso\tI\tthink\tthat\thaving\tthat\tbalance\tbetween\twork\tand\talso\tfocused\tconversation\twould\tbe\tgreat.\tListening\tto\tthe\tmixture\tof\tvoices\tin\tthe\troom\tled\tme\tto\tvoice\tan\tidea\tthat\tcame\tup\torganically\tfrom\tthe\tfirst\tgathering\texperience.\tI\toffered\tthis\tperspective\tat\tthe\tbeginning\tof\tthe\tsecond\tgathering:\tIt\twas\thard\tfor\tmany\tof\tus\tin\tour\tlast\tgathering\tto\tmeet\tand\thave\tmeaningful\tconversations\tabout\tdemocratic\teducation\twhile\tcollaboratively\tcooking.\tCreating\tmeaning\tof\tdemocratic\teducation\twith\t20\tparticipants\tis\tnot\tan\teasy\ttask.\tThe\tidea\tI\twish\tto\tsuggest\tfor\ttoday\tis\tthat\twe\tput\tall\tour\tnames\tin\ta\that\tand\teach\tround\twe\tpick\tonly\tthree\tpeople\u00E2\u0080\u0099s\tnames.\tThese\tpeople\thave\ta\tsymbolic\t\u00E2\u0080\u0098talking\tstick\u00E2\u0080\u0099\twhile\tcooking\twith\teveryone\tin\tthe\troom.\tThe\tothers,\twho\tare\tnot\tthe\tthree\tpicked\tnames,\tcontinue\tcooking\twithout\treacting\tand\tchatting,\tbut\tengaging\tin\tlistening\tand\treflecting.\tDo\tyou\twant\tto\tgive\tit\ta\ttry?\t\tI\tsuggested\tthis\tprocess\tbecause\tI\tsensed\tthe\tneed\tto\tcreate\tboth\ta\tspace\tto\tconverse\tas\twell\tas\tto\thold\tspace\tfor\tthe\tmeditative\tmeaning\tmaking\twhile\tlistening.\tI\thad\tnot\tplanned\t\t 134\tthis\tprocess\tahead\tof\ttime.\tWe\tused\tthis\tapproach\tbecause\tit\tfelt\tright\tin\tthe\tmoment,\tand\tall\tparticipants\tagreed\tto\ttry.\tThis\texercise\tallowed\tthe\tcomplicated\tconversations\tto\tunfold.\tStories\tfrom\tpast\texperiences\tconnected\tto\thopes\tand\tconcerns\twith\tthe\tnew\tcoming\tfuture.\tThe\tthree\tselected\tparticipants\tshared\ttheir\texpectations\tat\tthe\tbeginning\tof\ttheir\tturn.\tFor\tinstance,\tBronwen\tasked\tpeople\tto\task\ther\tquestions\tif\tthey\twished\tto,\tand\tKelley\tfelt\tquestions\twould\tslow\thim\tdown,\tso\tsaid\tit\twas\tbetter\tnot\tto.\t\tThe\tcomplicated\tconversation\tin\tthe\tsecond,\tthird,\tand\tforth\tgatherings\tbenefitted\tfrom\tthe\tchanges\tagreed\tupon.\tIn\tthe\tfirst\tgathering\tthe\tcurriculum\tfelt\tfixed\tand\tunknown.\tThe\tsecond\tgathering\toffered\ta\tdifferent\texperience.\tThe\tcurriculum\twas\tmainly\tbased\ton\tthe\tMexican\tcuisine,\twhich\twas\tsimpler\tand\tknown\tto\tmany.\tThis\tcurriculum\twas\tdetermined\tby\tone\tteacher\twho\tvolunteered\tto\tshare\ther\tpassion\tabout\tMexican\tfood\tthat\tarose\tfor\ther\tfrom\ta\thome\tstay\tshe\thad\texperienced\tearlier\tin\ther\tlife\tin\tMexico.\tThus,\tparticipants\tfelt\tthey\twere\table\tto\tfind\ta\tbalance\tbetween\tcooking\tcollaboratively\t(the\tstructured\tportion\tof\tthe\tgathering)\tand\tdialoguing\t(the\timprovised\tparts\tof\tour\tcollaborative\tsession).\tThe\tthird\tand\tfourth\tgatherings\tunfolded\tin\ta\tmore\torganic\tand\tdialogic\tway.\tI\twrote\tthe\tfollowing\tafter\tthe\tsecond\tgathering:\tKristen,\twith\tlittle\thelp\tfrom\tBronwen\tand\tTina,\tcreated\tthe\tcurriculum\tfor\ttoday\tbased\ton\ther\tpersonal\texperiences\tliving\tin\tMexico.\tIt\tis\timportant\tto\tpay\tattention\tthat\tin\tthis\tmeeting\tpeople\tjoined\tin\tmaking\tthe\tfood\tright\taway,\twhereas\tin\tthe\tprevious\tmeeting\tthey\tdid\tnot.\tOne\tnoticeable\treason\tfor\tthat\tto\thappen\tmight\tbe\tthe\tmuch\tmore\tknown\tcurriculum,\tso\tit\tleft\ta\tspace\tfor\tfree\tplay\twith\tthe\tcurriculum,\twith\tpersonal\tadaptations,\tand\tless\tpeople\ttreated\tit\tas\tset\tcurriculum.\tIt\tis\timportant\tto\tmention\tthat\tthe\trecipes\tfor\tthe\tgatherings\twere\toffered\tas\tif\tthey\twere\tthe\tcurriculum\toffered\tfrom\tthe\tMinistry\tof\tEducation.\tHowever\tit\twas\tan\toptional\tcurriculum.\tAlthough\tI\tkept\tgoing\taround\tthe\troom\treminding\tparticipants\tthat\tit\tis\tonly\ta\tsuggested\tcurriculum\tand\tnothing\tis\tset\tor\tfirm,\tparticipants\tonly\ttook\tthe\tliberty\tto\tmake\tchanges\tin\tthe\tsecond\tand\tsubsequent\tgatherings.\tParticipants\tmanaged\tthis\tin\tdifferent\tways\tbased\ton\ttheir\tpersonal\texperiences\tas\teducators\tat\tWindsor\tHouse.\tFor\tinstance,\tat\tthe\tfirst\tgathering,\tLinda\tworked\twith\tHelen\tto\tmake\tstuffed\tpeppers;\tat\tone\tpoint\tin\tthe\t\t 135\tprocess\tthey\tbecame\tworried\twhen\tthey\tnoticed\tanother\tteam\tcutting\tpeppers\tdifferently\tthan\twhat\tthey\tunderstood\twas\tneeded.\tAs\ta\tside\tnote,\tthe\tother\tteam\tworked\ton\tMatbucha,\twhich\twas\ta\tdifferent\tdish.\tAs\tLinda\texplained\tduring\tthe\tfeast\tof\tthe\tfirst\tgathering:\t\tHow\tabout\tthis?\tWe\ttried,\tHelen\tand\tI\tright\taway,\tfirst\tthing,\tto\tset\tthe\tcurriculum.\tHow\twe\tcan\tget\tout,\tright?\tHow\tcome\twe\tdo\twhat\twe\tare\tsupposed\tto\tdo?\tWe\tcould\tnot.\tCurriculum\twins.\tYou\tcannot\tget\trid\tof\tit\u00E2\u0080\u00A6\tWe\tdid\tnot\tread\tthe\tcurriculum\tfirst.\tWe\ttried\tto\tfigure\tit\tourselves\tand\tthen\u00E2\u0080\u00A6\tAnd\tthen,\tthey\twere\tso\tworried\tabout\tthe\tother\tteam\tthat\tLinda\tstopped\tthe\tother\tteam\tand\tasked\tthem\tto\tcheck\tthe\tdirections\tin\tthe\trecipe,\tthat\tis,\tthere\tcurriculum\tfor\tthe\tgathering.\tThrough\tthis\texperience,\tLinda\tand\tHelen\tcreated\tan\topportunity\tfor\tparticipants\tto\tconsider\tthe\tmeaning\tof\ta\tset\tcurriculum\tversus\temerged\tor\timprovised\tcurriculum\tand\tthe\teducator\u00E2\u0080\u0099s\trole\tin\tthe\tcontext\tof\tdemocratic\teducation.\tCorin\tand\tMeghan\talso\tspoke\tto\tthis\tduring\tthe\tsecond\tgathering.\tCorin\tclaimed,\t\u00E2\u0080\u009CPolitically\tand\tphilosophically\tmany\tteachers\tin\tthe\tpublic\tschool\tI\tam\tworking\tat\tfeel\tsimilarly\tto\tteachers\tat\tWindsor\tHouse.\u00E2\u0080\u009D\tAt\tthe\ttime\tof\tthis\tresearch,\tCorin\thad\tbeen\tteaching\tin\tpublic\tschools,\tWindsor\tHouse,\tand\tin\tafter-school\tprograms\tfor\tyouth.\t\tMeghan\tadded:\tMany\tstudents\tfrom\tWindsor\tHouse\tfind\tthat\tschool\tis\ta\tgood\tfit\t[when]\tmoving\tto\tpublic\tschool.\tThey\tfeel\trespected\tfor\twho\tthey\tare\tand\twhat\tthey\tbring.\u00E2\u0080\u00A6\tWindsor\tHouse\t[offers\ta]\tdifferent\tcontainer\tfor\tall\tdifferent\tneeds\tof\tchildren.\u00E2\u0080\u009D\t\tCorin\tcontinued:\tThere\tare\topportunities\tto\texplore\tagency,\tbut\tthe\tsystem\titself\tis\tnot\tdemocratic.\tSometimes\tI\tget\tconfused\twhere\tI\tam\tat\tbecause\tI\thave\tone\tsibling\tat\tTempleton\tand\tone\tsibling\tat\tWindsor\tHouse\u00E2\u0080\u0094I\twonder\twhat\tis\tconfusing\tand\twhat\tis\tdifferent\tin\tthe\tteacher\tposition,\tvoice,\topinion,\tin\tthese\ttwo\tdifferent\tlocations?\t\t 136\tThis\tsense\tof\tagency\tthat\tCorin\tbrought\tup\tcontinued\tto\tbe\texplored\tby\tothers\tat\tdifferent\tgatherings.\tThe\tsense\tof\tagency\tin\tterms\tof\tthe\tability\tto\tinitiate\tand\tmake\tchoices,\tbased\ton\tstudents\u00E2\u0080\u0099\tas\twell\tas\teducators\u00E2\u0080\u0099\tneeds\tand\tdesires.\tFor\tinstance,\tat\tthe\tlast\tgathering,\tHolly\tshared\tthat\tin\ther\tlife\tshe\texperienced\tadults\tas\tthe\tones\twho\tfollow\tthe\trules\tand\thave\ta\tsay\tin\tdecision\tmaking.\tHowever,\tonce\tshe\tarrived\tto\tWindsor\tHouse,\tshe\tencountered\tadults\twho\tdo\tnot\thave\ta\tsay\tall\tthe\ttime\tand\tsometimes\tthey\tare\teven\tsecond\tto\tyounger\tcommunity\tmembers.\tThis\tsense\tof\tagency\u00E2\u0080\u0094the\tcapacity\tof\tindividuals\tto\thave\tcontrol\tover\tactions,\thaving\tthe\tability\tto\tmake\ttheir\town\tchoices,\tand\tfeeling\ttheir\tvoices\tin\tthe\tworld\tare\tvaluable\u00E2\u0080\u0094represents\tthe\tcore\tmeaning\tof\tdemocratic\teducation.\t\tThe\tlast\tfew\texamples\trepresent\tthe\tdifference\tbetween\tcomplicated\tconversations\tand\tdialogue.\tThey\tconveyed\ta\tsense\tof\tsharing\tmeaning\twhile\tcreating\tnew\tmeanings\tthat\tmay\tcreate\tdisagreements\tand\tconflicts.\tHence,\tit\tis\timportant\tto\tbe\treminded\tthat\tdialogue\tis\tan\tongoing\tprocess\tof\tdealing\twith\tconflicting\tideas\tand\tperspectives,\tencountering\ttrust\tand\tmistrust,\tspending\ttime\ttogether,\tbecoming\tcurious\tabout\tthe\tpersonal\tgrowth\tof\tothers\tand\tyourself,\tand\tshowing\tinterest\tin\texploring\tideas\tand\tsituations,\tas\topposed\tto\tbeing\tsolution\tdriven.\t\tThis\tdialogical\tstudy\tcontextualized\tmy\tpersonal\texperiences\tand\tunderstanding\tof\tdialogue.\tThe\tstory\tof\tWindsor\tHouse,\twhich\thas\tbeen\toriented\ttoward\tthe\tdialogical\tover\tits\thistory,\tis\tdifferent\tfrom\tthe\tconflicted\teducational\tspaces\tI\tknew.\tThis\texperience\tat\tWindsor\tHouse\tassisted\tme\tin\trethinking\tthe\tmeaning\tof\tdialogue\twithin\tdemocratic\teducation.\tIn\tthe\tcontext\tI\tgrew\tup\tin,\tdialogue\tis\tperceived\tas\tan\tongoing\tnegotiation\tbetween\tparallel\trealities,\twhile\tclaiming\tto\tcommunicate\tand\tconverse.\tOn\tthe\tcontrary,\tin\tthis\tstudy,\tparticipants\tembodied\tthe\tdialogue\toffered\twhile\tcooking\ttogether.\tOne\u00E2\u0080\u0099s\tvoice\thad\tto\tencounter\tothers\tand\texist\ttogether\tand\tapart\tin\tthe\troom\t(i.e.,\tworld).\tThrough\tthose\tencounters\tin\tthe\tgatherings,\tparticipants\tmanaged\tto\tstay\twith\tthe\tchallenge\tof\tseeking\tdialogue.\tAs\tBiesta\t(2012a)\tclarifies:\tA\tdialogue\tis\tan\tongoing\tprocess\tand\tan\tongoing\tchallenge,\talso\tbecause\tthe\tquestion\twhether\tjustice\tis\tdone\tto\tall\tparties\tinvolved\tposes\titself\tagain\tand\tagain.\tThe\tchallenge\t\u00E2\u0080\u00A6\tis\tto\tstay\tin\t[the]\tdialogue\tand\tto\tacknowledge\tthat\tthe\tdifficulty\tof\t\t 137\tstaying\tin\tthis\tplace\tis\tan\tessential\tdimension\tof\twhat\tit\tmeans\tto\tengage\twith\tand\texist\tin\tthe\tworld.\t(p.\t96)\tStaying\tengaged\tin\tthe\tconversations\twhile\tcooking\ttogether\twas\tdifficult\tfor\tseveral\tparticipants.\tHowever,\tpersisting\tand\tstaying\twith\tthis\tdifficulty\tinvited\tus\tto\tengage\twith\tchallenges\tin\tthe\tworld,\tand\tas\tBiesta\t(2012a)\trefers\tto\tit,\tthat\twhich\tallowed\tdialogue\tto\tbegin.\tWhen\tassistance\twas\tneeded,\twe\tsought\tto\tmeet\teach\tparticipant\u00E2\u0080\u0099s\tneeds.\tAssistance\tmeant\tdifferent\tthings\tto\tdifferent\tpeople.\tSome\tparticipants\tneeded\tsomeone\tto\twash\tvegetables\tand\tmove\tthem\tfrom\tone\tfood\tstation\tto\tanother,\tthereby\tallowing\teveryone\tto\tcontinue\tthe\tconversation.\tOthers\tshared\tthat\tthey\twere\ttruly\tnot\tconfident\twith\tcooking;\tthey\tfelt\tthe\tneed\tto\tfollow\tthe\trecipe,\tso\tit\twas\thard\tfor\tthem\tto\tbe\tengaged\tin\tthe\tconversation.\tImplementing\tdifferent\tideas\tmade\tthe\tprocess\tmore\tchallenging\twork\tfor\talmost\teveryone.\tThe\texperience\tof\tfeeling\teach\tother\u00E2\u0080\u0099s\timperfection\tallowed\tthe\tin-the-making\tfeeling\tto\tbe\tpresent.\tDifferent\tparticipants\tshared\tthat\tstaying\tpresent\twas\tan\tongoing\tchallenge\tof\tdialogue:\tteachers\tfelt\tthis\tregularly\tand\tfelt\tWindsor\tHouse\tprovided\tsystematic\tsupport\tfor\tthis\twork.\tIn\tpractice,\tthis\tsystematic\tsupport\tmeant\tthat\tpeople\tcreated\tand\tnourished\ta\tsafe\tspace\tto\tshare\ttheir\tvulnerability.\tTo\tmany,\tit\ttakes\tongoing\ttrust.\tThus,\tour\tcollaborative\tcooking\tbecame\ta\tmetaphor\tfor\tthe\tongoing\tchallenge\tof\tdialogue\tthat\tBiesta\t(2012a)\ttalks\tabout.\tAlthough\tthe\tstudy\tparticipants\tall\tworked\ttogether\tin\tthe\tsame\tschool,\tduring\tthe\tentry\tinterview\tmany\tshared\tthat\tthey\tfelt\tthe\tabsence\tof\tencountering\teach\tother,\tespecially\tat\tmetaphorical,\tphilosophical,\tand\tpedagogical\tlevels.\tThis\tencounter\tstarted\tless\tpersonal\tthan\tit\tended.\tAs\tthe\tgatherings\tproceeded,\tan\tembodied\ttrust\tamong\tparticipants\tallowed\twonders,\tpain,\tfear,\tand\thope\tto\tfeel\twelcome\tin\tthe\tdialogical\tchallenge.\tThis\tstudy\toffered\tparticipants\ttime\tto\tpause\tand\tto\tbe\twith\teach\tother\tin\ta\tnurturing\tenvironment\twith\tan\tabundance\tof\tfood,\tassistance,\tlistening,\tand\tsharing.\tAfter\tcooking\ttogether\tand\tnurturing\tthe\tbodies\tand\tminds\tof\tmany,\tparticipants\texpressed\texperiencing\ta\tsense\tof\tgratitude.\tMeghan\tand\tMeron\tshared\tthat\tthey\twere\tthankful\tfor\tthis\topportunity\tto\tbe\ttogether\tin\tthe\tmiddle\tof\tthe\tpressures\tof\tteaching\tand\tlearning.\tThe\tnext\tyear\u00E2\u0080\u0099s\tmove,\twithout\thaving\ta\tbuilding\tfor\tthe\tschool,\tadded\tpressure\tto\tthe\tregularly\tzealous\tand\tsometimes\thectic\tpace\tof\tthe\tschool.\tAt\tthe\tsame\ttime,\tparticipants\twere\topen\t\t 138\tto\tdiscuss\tideas\tfor\thow\tthe\tmove\twould\tfeel\tand\tbe\tsolved.\tAt\tour\tlast\tgathering,\tKelley\tbrought\tup\tthe\tidea\tthat\tperhaps\tthe\tstaff\tcould\thelp\tto\tfind\tsolutions,\tknowing\tthey\tmay\tneed\tto\tlet\tthe\tnew\tcircumstances\tteach\tus\tin\ta\tmuch\tmore\torganic\tways.\tAs\tKelley\tsuggested,\tour\tfirst\tgathering\twas\tsimilar\tto\thaving\ta\tset\tplan\talongside\tthe\tcurriculum\titself.\tAs\tI\tpresented\tit\tin\tthe\tfirst\tgathering,\t\u00E2\u0080\u009CLet\u00E2\u0080\u0099s\tstart\tand\tsee\twhere\tit\ttakes\tus.\tDo\tyou\twant\tto\traise\tany\tintentions\tfor\tus\tto\tfollow\tabout\tour\tdialogue\tin\tdemocratic\teducation\tor\tof\tbeing\tdemocratic\teducators\tor\tnot\tall\tthe\tabove?\u00E2\u0080\u009D\t\tThus\tthe\tpath\tcontinued\tinto\tthe\tsecond\tgathering,\twith\tseveral\tconversations\theld\taround\tthe\tnotion\tof\thaving\tmany\ttruths\tinstead\tof\ta\tsingle\ttruth.\tI\tnoted\tthe\tfollowing:\tSeveral\teducators\tmention\tthat\tmany\ttimes\tcouples\tseparated\tafter\tjoining\tWindsor\tHouse.\tI\tsuggested\tthat\tit\tmay\tbe\tconnected\tto\tthe\tfact\tthat\tyou\tget\tso\tused\tto\tquestioning\tso\tmany\ttruths\tin\tdemocratic\teducation,\tthat\tthis\tmay\ttransfer\tto\tpersonal\trelationships.\tMany\tparticipants\tagreed\taround\tthe\ttable.\t\tAt\tthe\tlast\tgathering,\tparticipants\thad\tseveral\tconversations\tthat\trepresented\tthe\tco-existence\tof\tmultiple\ttruths.\tIn\ta\tconversation\twith\tMeghan,\tJason\tshared,\t\u00E2\u0080\u009CFor\tme,\tthe\tprojects\tare\tthe\tcentral\tidea.\tThe\tidea\tis\tthat\twe\tare\tgoing\tto\tdo\tprojects\tand\ton\tthe\tside,\tthere\twill\tdo\tsome\tmath.\u00E2\u0080\u009D\tMeghan\tcontinued,\t\u00E2\u0080\u009CI\thave\ta\tdifferent\tidea\tthan\tyou\u00E2\u0080\u0094neither\tis\tright\tor\twrong\tright\tnow,\tand\tmine\twas\tthe\tmornings\twould\tbe\tacademic\tfocus\tand\tin\tthe\tafternoons\twould\thave\tmultiple\tfoci.\tI\tthink\teither\tcould\twork.\u00E2\u0080\u009D\tI\tonce\tagain\taffirmed\tthat\tthere\tis\tan\tongoing\texploration.\tNothing\tis\twritten\tin\tstone\tin\tthe\tprocess.\tThese\texamples\tmay\tdraw\ta\tsimplistic\tsketch\tof\tthe\tneeded\tcontinuity\tduring\tthe\tprocess\tof\tparticipants\u00E2\u0080\u0099\tongoing\tintention\tto\texplore\tcomplicated\tconversations.\tAs\tdiscussed\tand\texperienced\tin\tthis\tstudy,\tdialogue\trequires\ttime,\tpatience,\tcuriosity,\tand\tdesire\tto\tnot\tknow\tthe\tanswer.\tAs,\tin\tthis\tstudy,\tdialogue\tasked\tus\tto\tbe\twith\ta\tconflict,\ta\tquestion\twithout\ttrying\tto\tsolve\tit\tright\taway,\tto\tensuring\tthe\tball\tof\tideas\tcontinues\tto\troll\tfor\tthe\tsake\tof\texploring\twhat\twould\tcome\tinstead\tof\tremaining\twith\tfixed\tminds\tand\tsolution.\tBeing\twith\tit\tmeans\tlistening\tto\tall\tthe\tnarratives\tand\tnot\tfollowing\ta\tset\tcurriculum,\ta\tset\tof\trules,\tor\tone\ttruth.\t\t\t 139\tThis\tstudy\twith\tWindsor\tHouse\teducators\tenabled\tme\tto\tthink\tcritically\tand\tcreatively\tand\tpresented\tme\twith\tan\topportunity\tto\trelease\ta\tburden\tI\thave\tcarried\twithin\tme\tall\tmy\tlife.\tPalestinian\tand\tIsraeli\tvoices\thave\toccupied\tmy\theart\tand\tmind\tfrom\tan\tearly\tage.\tThis\tconflict\timpacted\tmy\tability\tto\tinvite\tdialogical\tprocesses\twithout\tfear.\tThis\tfear\tled\tme\tto\trethink\tthe\tnarrative\tI\tgrew\tup\twith\tand\tthe\tsociety\tI\tgrew\tup\tin.\tI\tfeared\tthe\ttask\tof\tcreating\tan\talternative\tschool,\tsociety,\tor\teven\treality.\tI\tfeared\tbeing\tengaged\tin\tcomplicated\tconversations\tregarding\tthe\tconflict,\tboth\tinward\tand\toutward.\tHowever,\tstudying\tand\tliving\tdemocratic\teducation\tfor\ttwo\tdecades\trevealed\tto\tme\tthat\ttaking\tthe\ttime\tto\tlisten\tpermits\topportunities\tof\tsolitude\tin\twhich\tone\tmay\tcome\tto\tknow\totherwise.\tAs\tGreene\t(as\tcited\tin\tPinar,\t2011)\tnoted:\tThis\tinner\tsolitude\tcannot\teasily\tbe\tconducted\tin\tpublic\tamidst\tthe\tclamor\tof\tthe\tcrowd;\tGreene\t(2001,\t60)\temphasizes\t\u00E2\u0080\u009Ctaking\ttime\t\u00E2\u0080\u00A6\tmoments\tof\tstillness\t\u00E2\u0080\u00A6\t[in]\tcoming\tto\tknow.\u00E2\u0080\u009D\tThis\tacknowledgment\tof\tthe\tsignificance\tof\tsolitude\tunderlines\tthe\tinteriority\tof\tstudy,\tincluding\tits\tdialogical\tcharacter,\tand\tnot\tonly\twith\tothers.\tOne\tengages\toneself\tin\tcomplicated\tconversation\tas\twell\tas\twith\tothers.\t(p.\t99)\tThroughout\tthe\tjourney\tof\tconducting\tthis\tstudy\tI\tlearned\tthat\tstaff\talso\tneed\ttime\tapart\tfrom\tothers.\tIronically,\tit\twas\tthe\tWindsor\tHouse\tenvironment,\tand\tthe\tparticipants\tin\tthe\tstudy\tin\tparticular,\twho\tbrought\tme\tto\tthis\tunderstanding.\tThus,\tin\tthe\ttime\tbetween\tgatherings,\tas\twell\tas\tduring\tgatherings,\tparticipants\theld\tspace\tfor\teach\tother\tto\tbe\tin\tan\tinner\tsolitude,\tif\tpossible,\tas\twell\tas,\ta\tspace\tof\tencounter\twith\tone\tanother.\tFor\tinstance,\tduring\tthe\tlast\tgathering,\tin\tbetween\tsmall\tconversations,\tparticipants\tlaughed\twhile\tmaking\tfood\tand\tshared\ttheir\tfeelings\tregarding\tthe\twork\twithout\ta\tset\tcurriculum.\tHelen\toffered,\t\u00E2\u0080\u009CIf\tI\tcut\tcarrots,\tis\tit\tgoing\tto\tbe\tuseful\tfor\tsomebody?\u00E2\u0080\u009D\tHelen\u00E2\u0080\u0099s\toffering\twas\tan\texample\tof\treaching\tout\twithout\tmaking\tthe\toffering\tuncomfortable.\tRight\tafter\tthat\tJason\tasked\tif\tinstead\tof\tcutting\the\tcould\tgrate\tthe\tcarrots\tfor\this\tcabbage\tsalad.\tThis\tlived\texperience\toffers\tthe\tvoice\tof\tletting\tgo\tand\tallowing\tthe\tpresent\tto\tunfold\torganically.\tIt\tenabled\tus\tto\tavoid\tfixed\tmindsets\tand\tcontinue\tstaying\tin\tthe\tongoing\torganic\tgrowth\tof\tdialogue.\tThis\tinquiry\tinvited\tus\tto\tlook\tat\ta\trecipe\tas\tone\toption\tout\tof\tmany.\tIt\tcalled\tfor\tlistening\tand\tasked\tus\tto\tbe\tthere,\tnot\tjust\tpretending\twe\twere\tthere.\tAs\tin\tmeditation\t\t 140\tpractices,\tthis\tinvolves\tthe\tneed\tto\tunplug\tfrom\tdistracting\tthoughts\tand\tbeing\table\tto\tlisten\tand\treconnect.\t\tThe\tunfolding\tdialogical\tprocess\toffered\ta\tdifferent\tstory\tthan\tthe\tsum\tof\tits\tparts.\tDialogue\tdoes\tnot\toffer\ttruth\tor\tsolutions.\tInstead\tof\tholding\tone\ttruth,\tit\tsupplied\ta\tback\tand\tforth\twith\tplural\tideas,\tas\tif\tto\tsay\tone\tshould\ttrust\tthe\tprocess\tand\tkeep\tthe\tquestion\tof\t\u00E2\u0080\u009Cwhat\tif\u00E2\u0080\u009D\tavailable.\tThis\tway\tof\tbeing\tinvites\tre-listening\tto\tstories,\tchoices,\tand\tfears\tof\tpast,\tpresent,\tand\tfuture.\tThus,\tfor\tall\tthis\tto\thappen,\thumans\tneed\tto\tencounter\tothers\tby\ttaking\tactions\tin\tthe\tworld\twhich\tinvite\tdialogue\t(Arendt,\t1954).\t\tInterruption\tWings\tLook\tfor\tAdaptation\tBranches\tThis\ttheme\tarose\tin\tmy\ta/r/tographic\tinquiry\tin\tthe\tcontext\tof\tinterruption\tand\tthe\timportance\tof\tstaying\topen.\tSeveral\tweeks\tago,\ttwo\tpicnic\ttables\tarrived\tto\tour\tco-op.\tI\tfelt\tinvited\tto\tcontribute\ta\tpainted\ttablecloth.\tAlthough\tI\tfelt\tinvited,\ttheir\tarrival\tfelt\tlike\tan\tinterruption.\tTo\tlive\tor\tto\tleave,\tI\twonder?\tDo\tI\tneed\tto\tchoose\tbetween\tthese\ttwo?\tAm\tI\tready?\tAm\tI\tready\tto\tlook\tforward?\tAm\tI\tready\tto\tdraw\tthe\tlines\tI\tbelieve\tin?\tThe\tdesire\tto\tstay\ton\ttask\twith\tmy\twriting\tplan\tcame\tinto\tquestion.\tDo\tI\tstay\twith\tthe\tset\tcurriculum\tor\tkeep\tmy\tplayful\tand\thopeful\tspirit\tin\tmy\twriting\tand\tjoin\tthis\tdialogue\twith\tthis\tinterruption?\tThe\tinterruption\tarrived\tas\ta\tquestion\t-\tdo\tI\tlisten\tto\tmy\theart\tthat\tasks\tfor\tan\taesthetic\texperience?\tAs\tI\twrote\twhile\tengaging\tin\tthe\tworld\tartistically;\t\tBeing\there\twith\ta\tpicnic\ttable.\tThe\tfirst\tperson\tinvites\tme\tto\tjoin\tthe\tconversation.\tComing\twith\tfood,\tcolors,\tattention,\tdesire\tto\tconnect,\tand\thope\tto\tbe\tassisted.\tTwo\teyes\tare\tlooking\tat\tme\tfrom\tthe\tfar\tright\tcorner\tof\tthe\ttable.\tCarrying\ta\tstory\tof\tcutting\tbranches.\tRemembering\tthe\tdesire\tto\tgrow\tfreely\tinto\tthe\tsky.\tFree\tto\tbe\tthemselves\twithout\tfear.\tThe\teyes\tbecome\ttwo\tround\tspots\ton\tfree\twings\tof\ta\tbutterfly.\tFree\twith\topen\twings\tready\tto\tfind\ta\tbranch\tto\trest\ton.\t\tThis\ta/r/tographic\tprocess\tcontinues\tto\tunfold.\tStarting\twith\tcooking,\tfollowed\tby\tthe\ttablecloth,\tand\tcontinues\twith\tthe\tpicnic\ttables.\tThe\tartistic\tprocess\tunfolds\titself\tand\treveals\tlayers\tupon\tlayers\tof\tdiscoveries.\tWhat\tis\tnext?\tAs\tthe\tpicnic\ttables\tarrived\tand\tinterrupted\tmy\twritings,\tI\trealized\thow\timportant\tit\twas\tto\tbe\tinterrupted.\tBeing\t\t 141\tinterrupted\twakes\tus\tto\tour\tsenses.\tAwaking\tto\tthe\timportant\tquestion\tof\tif\tnot\tnow,\twhen?\tAs\tI\texperience\twith\tthe\t\u00E2\u0080\u0098If\tNot\tNow\u00E2\u0080\u0099\tmovement,\tthe\tinterruption\tcomes\tas\ta\tgift.\tThese\tactivists\tfrom\tIf\tNot\tNow\tplay\tand\toffer\tways\tto\tbe\tback\tinto\tour\thearts\tthrough\tnon-violence\tinterruptions.\tArmed\twith\tnon-violence\tcommunication\tskills,\tIf\tNot\tNow\tactivists\tarrive\tto\torganized\tevents\tthat\tshow\ta\tone-sided\tview\tof\tthe\tPalestinian-Israeli\tconflict\tand\tinterrupt\tthe\tflow\tby\toffering\ta\tdifferent\tstory,\ta\tdifferent\tvoice,\tand\ta\thopeful\treality.\tAs\tstated\ton\tthe\tIf\tNot\tNow\t(n.d.)\twebsite:\t\tWill\twe\tchoose\ta\tJudaism\tthat\tsupports\tfreedom\tand\tdignity\tfor\tall\tIsraelis\tand\tPalestinians,\tor\twill\twe\tlet\tthe\tleadership\tof\tthe\testablishment\tdefine\tour\ttradition\tas\tincompatible\twith\tour\tvalues?\tWill\twe\tcontinue\tdown\tthe\tpath\tof\tisolation\tand\tfear\tthat\u00E2\u0080\u0099s\tdestroying\tthe\tlives\tof\tmillions\tof\tPalestinians\tand\talienating\ta\tgeneration\tof\tyoung\tJews?\tOr,\twill\twe\tcreate\ta\tvibrant\tJudaism\tthat\temerges\tfrom\tthe\ttrauma\tof\tour\tpast\tto\tbring\tour\ttradition\tto\tlife\tin\tthe\tpresent?\tWe\thave\tchosen.\tWe\tare\tbuilding\ta\tJewish\tcommunity\tthat\trecognizes\twe\tcannot\tbe\tfree\tabsent\tof\tthe\tfreedom\tof\tPalestinians.\tLike\tthose\tborn\twandering\tin\tthe\tdesert,\twe\tare\trising\tfrom\tour\tpeople\u00E2\u0080\u0099s\ttrauma\tin\torder\tto\tmove\tus\ttoward\tthe\tongoing\tpromise\tof\tliberation.\t\tWe\twill\tbe\tthe\tgeneration\tto\ttransform\tour\tcommunity\u00E2\u0080\u0099s\tsupport\tfor\tthe\toccupation\tinto\ta\tcall\tfor\tfreedom\tand\tdignity\tfor\tall.\t(If\tNot\tNow,\tWhen?\tsection,\tpara.\t1\u00E2\u0080\u00934)\tConnecting\twith\twhat\tis\tgood.\tComing\tfrom\ta\tplace\tthat\tembraces\tthe\tdesire\tfor\tfreedom\tand\tdignity\tfor\tall;\tdoing\tso\tby\tinterrupting\treality\tin\tdifferent\tways.\tGood\tfor\tall\thumans.\tConnecting\twith\tone\tanother\tfrom\ta\tmore\thopeful\tplace.\tThrough\tthe\tprocess\tof\twriting,\tit\tis\timportant\tfor\tme\tto\twrite\tfrom\ta\thopeful\tplace.\tDialoguing\tthrough\tthe\tmaking\tand\tbeing.\tHowever,\tit\tgets\tharder\twhile\tbeing\tisolated\tin\tthe\tprocess\tof\twriting.\tThe\tneed\tfor\tothers\tleads\tto\taction.\tAs\tArendt\t(1958)\texplains:\tAction\t\u00E2\u0080\u00A6\tis\tnever\tpossible\tin\tisolation;\tto\tbe\tisolated\tis\tto\tbe\tdeprived\tof\tthe\tcapacity\tto\tact\t\u00E2\u0080\u00A6\taction\tand\tspeech\tare\tsurrounded\tby\tand\tin\tconstant\tcontact\twith\tthe\tweb\tof\tthe\tacts\tand\twords\tof\tother\tmen.\t(p.\t188)\t\t\t 142\tYears\tof\twishing\tto\tlearn\tfrom\teveryone\tabout\tthis\tconflict,\tstories,\tand\tfears\twhile\tforgetting,\tat\ttimes,\tto\tlisten\tto\tmy\town\tvoice,\tvision,\tand\thope\tin\tit,\tcame\tto\tan\tend.\tYears\tof\toccupation\tcame\tto\tan\tend\tand\toffered\ta\tnew\tbeginning.\tAs\tArendt\t(1958)\tstates:\tBecause\tthe\tactor\talways\tmoves\tamong\tand\tin\trelation\tto\tother\tacting\tbeings,\the\tis\tnever\tmerely\ta\t\"doer\"\tbut\talways\tand\tat\tthe\tsame\ttime\ta\tsufferer.\tTo\tdo\tand\tto\tsuffer\tare\tlike\topposite\tsides\tof\tthe\tsame\tcoin,\tand\tthe\tstory\tthat\tan\tact\tstarts\tis\tcomposed\tof\tits\tconsequent\tdeeds\tand\tsufferings.\tThese\tconsequences\tare\tboundless,\tbecause\taction,\tthough\tit\tmay\tproceed\tfrom\tnowhere,\tso\tto\tspeak,\tacts\tinto\ta\tmedium\twhere\tevery\treaction\tbecomes\ta\tchain\treaction\tand\twhere\tevery\tprocess\tis\tthe\tcause\tof\tnew\tprocesses.\t(p.\t190)\tUnderstanding\tthe\timportance\tof\tboth\tsides\tof\tthe\tcoin,\tI\twish\tto\tfind\tbalance\tbetween\tthe\tdoer\tand\tthe\tsufferer\tin\tme.\tAs\twith\tdialogue,\tfinding\tthe\tbalance\tbetween\tlistening,\tconversing,\tand\twondering,\tis\tan\timportant\taspect\tin\tthe\tdialogic\tplay.\t\tConsent\tCulture\tand\tDialogical\tSkill\tSet\tIn\ta\tbroader\tconversation\tof\tdemocratic\teducation\tthe\tterms\t\u00E2\u0080\u009Creflect\tback,\u00E2\u0080\u009D\t\u00E2\u0080\u009Cneeds\tmet,\u00E2\u0080\u009D\tand\t\u00E2\u0080\u009Cbeing\twith,\u00E2\u0080\u009D\tcommonly\tappear\tas\tintegral\tcomponents\tof\tthe\tconsent\tculture.\tThese\tterms\treflect\twhat\tmany\tdemocratic\tschools\thold\twithout\tlabelling\tits\tschool\tculture\tas\tdemocratic\tor\tdialogic.\tIt\tis\ta\tconsent\tculture\tthat\tenacts\titself\tthrough\tthe\texperience\tof\tbeing\ttogether\tas\ta\tcommunity.\tAn\tenvironment\tin\twhich\tothers\tdo\tnot\tclaim\tto\tknow\thow\tone\tfeels\tat\tany\tmoment.\tIn\tpractice,\tthe\tconsent\tculture\trequires\tongoing\tchecking\tin,\tavoiding\tpredetermined\tassumptions,\tand\tasking\tfor\tpermission.\tThis\tculture\thas\tbeen\tcriticized\tthroughout\tthe\tyears\tas\tbeing\ttoo\tfocused\ton\tindividual\tneeds\tand\tfor\tbeing\tchild\tcentred\t(Dewey,\t1938;\tRogers,\t1969),\twith\tthe\tcommunity\tmembers\tnot\tvaluing\tthe\tcurriculum\tas\tit\tis.\tBronwyn,\twho\tprefers\tnot\tto\tbe\tcalled\ta\tteacher,\tclarifies:\tOur\tintention\tis\tto\thold\teveryone\tin\tthis\tcommunity\t\u00E2\u0080\u00A6\tI\tnotice\tstudents\t\u00E2\u0080\u00A6\ttrying\tto\tfigure\tout\twhat\tare\tthe\tneeds\tthey\thave,\tand\tthen\toften\ttimes\tthere\tare\tother\tstudents\twho\talso\thave\tthose\tneeds,\tand\twhen\tit\tis\ta\tneed\tthat\tthey\trecognize\tand\tcollectively\tshared,\tthen\tthey\thave\ta\treason\tto\tjoin.\u00E2\u0080\u00A6\tThen\tthey\tget\tto\tcome\tagainst\twhat\tis\tin\tthe\t\t 143\tway\tfor\tthem.\u00E2\u0080\u00A6\tSometimes\twhat\tis\tin\tthe\tway\tfor\tthem\tis\tthere\twas\tno\tspace\tfor\tthem\tto\tsee\tor\trecognize\tthey\thave\tneeds\tthat\tare\tnot\tgetting\tmet.\u00E2\u0080\u00A6\tI\tfeel\tsometimes\tthat\tit\tis\tour\tjob,\tto\thelp\tthem\tfind\tout\twhat\tthose\tare.\u00E2\u0080\u00A6\tI\tam\twilling\tto\tsit\twith\tsomeone\tin\ttheir\texperience\tand\tfully\texplore\twhat\tit\tis\tthat\tthey\tare\tcurrently\texperiencing\tand\tobserve\tit\tand\tarticulate\tit\tin\tdifferent\tways,\tand\tthey\tget\tto\treflect\tback\tto\tme\twhether\tI\tam\twrong,\tand\tI\twill\tcontinue\tto\texplore\tit\twith\tthem\tand\treflect\tback.\t\tBronwyn\u00E2\u0080\u0099s\tcomment\temphasized\tthat\tworking\twith\tstudents\tis\tnot\tonly\tabout\tmeeting\ttheir\tneeds,\tit\tis\talso\tabout\twhat\tthey\tare\twilling\tto\tbring\tto\tand\tshare\tin\tschool.\tEach\teducator,\tmentor,\tstaff\tmember,\tfacilitator,\tor\tteacher\tat\tWindsor\tHouse\toffers\ther\tor\this\town\tskill\tset\tin\ta\tself-directed\tlearning\tenvironment\tand\tcommunity.\tAt\tWindsor\tHouse,\tthere\tare\tno\tdefined\troles\tfor\tstaff\tmembers\tto\ttake\ton.\tStudents\tand\tstaff\texpect\tstudents\tto\tself-direct\ttheir\texperiences.\tDemocratic\teducation\tembraces\tthe\tconsent\tculture\tas\tan\tontological\tdeparture\tpoint,\twhich\tinvites\ta\tdialogical\tdance.\tAs\tnoted\tearlier\tin\tthis\tchapter,\tMeghan\tshared\tthat\tit\tis\tchallenging\tfor\ther,\tas\tthe\tadministrator,\tto\tencourage\tstaff\tto\tdefine\ttheir\town\troles.\tThere\tare\tpeople\twho\tsee\tthe\tbig\tpicture,\tand\tthere\tare\tthose\twho\tdo\twhatever\tneeds\tto\tbe\tdone.\tIt\tis\tan\tongoing\tconversation\tabout\troles\tand\tresponsibilities.\tThat\u00E2\u0080\u0099s\twhere\taccountability\tcomes\tin.\tIn\tconsidering\twhat\tpeople\twant\tto\tdo\tand\twhat\tneeds\tto\tbe\tdone,\thow\tcan\twe\tco-share\tthe\tload?\tFollowing\tthat,\tMeghan\tmentioned\tthat\tshe\tis\tinterested\tin\thearing\tfrom\tCorin\t(a\tteacher),\tas\tone\twho\tteaches\tin\tdifferent\teducational\tsettings:\tWhat\tmakes\tWindsor\thouse\twhat\tit\tis\tfor\ther?\tCorin\treplied:\tHere,\tat\tWindsor\tHouse,\tI\tfeel\tfull\tsense\tof\tautonomy\tas\ta\tteacher.\tYou\tcan\tchoose\twhat\tyou\twant\tto\tbe.\tI\thave\tbeen\ton\tthose\tplanning\tdays\t(that\u00E2\u0080\u0099s\thow\tother\tschools\tcall\tit)\tbefore,\tand\twhat\tyou\tdo\ton\tplanning\tdays,\tyou\tget\tthe\troster\tof\twho\tis\tenrolled\tin\tyour\tclass,\tand\tthat\u00E2\u0080\u0099s\twhat\tyou\thave\tfor\tthe\trest\tof\tthe\tyear\tbased\ton\twhich\tstudents\tare\tin\tyour\tclass.\tHere,\ton\tmy\tvery\tfirst\tday\tat\tWindsor\tHouse,\twhich\twas\ta\tretreat,\tMeghan\tdid\ta\tround\tand\tchecked\twith\tpeople\twhat\tdo\tyou\twant\tto\tdo\tthis\tyear?\tAnd\twhat\tdo\tyou\twant\tto\tdo\tthis\tyear?\tAnd\twhat\tare\tyou\tinterested\tin\tdoing?\tAt\tthat\tmoment\tI\twas\tworried\tthat\twhat\tif\tnobody\twould\twant\tto\tteach\tthe\tteens?\u00E2\u0080\u00A6\tHere,\tat\t\t 144\tWindsor\tHouse,\tyou\tget\tan\tautonomy\tplus\tstructural\tfreedom\tand\tfluidity\tthat\tis\tvery\tdifferent\tfrom\ta\tmainstream\tschool.\t\tThere\tis\tno\tsense\tof\tauthority\tthroughout\tthis\tprocess\tof\tchecking\tin\twith\tothers\tand\trespecting\twhere\tyou\tare\tnow\tand\twhat\tyou\tneed.\tThis\tmay\tlead\tto\townership,\tresponsibility,\tand\tsense\tof\tagency.\tAs\tHolly\tshared\tin\tthe\ther\tfirst\tinterview,\twhich\twas\tthe\tsecond\tgroup\tinterview:\t\tI\tstarted\there\tas\ta\tfamily\tmember\t3\tyears\tago.\u00E2\u0080\u00A6\tWe\thad\ta\thard\ttime\tin\tpublic\tschool,\tand\twe\thappened\tto\tstumble\tupon\tWindsor\tHouse.\tAnd\tI\tdo\tnot\tknow\twhat\tto\tsay\tto\teveryone\tin\tmy\tlife\tabout\tthis\tbig\tmove.\tI\tfeel\tI\thave\tgrown\tso\tmuch\there,\tto\tthe\tgreatest\tlevel\tin\tmy\tlife.\u00E2\u0080\u00A6\t[I\thave\tan]\tawareness\tfor\tthe\tmoment\tand\tof\tmyself.\tI\twas\tforced\tto\tlook\tat\tmyself.\tIt\twas\ta\tBuddhist\texperience\tfor\tme,\tto\thelp\tof\teverybody\there\tto\tgo\tthrough\tit.\tI\tfeel\tthe\tcollaboration,\tthe\tsupport\tof\tthis\tcommunity.\tI\tdid\tnot\thave\ta\tcommunity,\tand\tI\tfound\tit\there.\t\tThis\tpersonal\tgrowth\tthat\tHolly\texperiences\tis\tone\tside\tof\tthe\tsame\tstory\tthat\tCorin\tshared\tabout\tthe\tautonomy\tof\tthe\tteacher\trole,\tand\tsense\tof\tagency\tas\ta\tstaff\tmember\tat\tWindsor\tHouse.\tThose\tare\tnot\tonly\tthe\tadult\tprivileges.\tThe\tchoices\tof\twhat\tto\tdo,\twhere\tto\tbe,\tand\twho\tto\tbe\tare\tavailable\tfor\tstudents\tas\twell.\tAfter\tthe\tmove\tit\tmay\tbe\teven\tmore\tvivid\tsince\tpeople\twill\tnot\tbe\table\tto\tbe\tin\tall\tsites\ton\tthe\tsame\tday.\tThus\tthe\tchoice\twill\tbe\tmore\tactive\tthen\tthan\tin\tthe\tpast\tand\tmay\ttake\tthe\tparent\tparticipation\tcomponent\tof\tdemocratic\teducation\tto\ta\tnew\tlevel.\tAs\tMeghan\texplained\tat\tthe\tlast\tgathering:\t\tPeople\twill\tneed\tto\tcheck\twith\ttheir\tfriends\twhat\tthey\tare\tdoing\tin\torder\tto\tmake\tchoices\tthat\twork\tfor\tthem.\tHow\tcan\twe\tco-create\tsomething\tthat\tworks\tfor\tus?\u00E2\u0080\u00A6\tWhat\tresources\tyou\tcan\tbring\tto\tthe\ttable?\tWhat\tdo\tyou\tknow\tabout\tyour\tkid?\tWhat\tkids\twould\tshe\tor\ther\tlike\tto\tbe\twith?\tWhere\twould\tshe\tor\ther\tgo?\t\tThe\thuman\tneed\tto\ttake\taction\tin\tthe\tworld\tinvites\tand\tencourages\tdialogue\tthat\tenables\tthe\tdesire\tfor\tthe\tdialogic\tencounter,\twhile\tone\tneeds\tto\tencounter\tothers\t(Arendt,\t1954).\tIt\tis\tthe\trelational\tcorresponding\tbetween\tthe\tsubjective\tand\tthe\tsocial\treconstruction\tthat\tbrings\tthe\tcurriculum\tto\tlife.\tAs\tPinar\t(2011)\tclaims:\t\t\t 145\tSubjective\tand\tsocial\treconstruction\tare\tcoextensive\tand\treciprocally\trelated.\tWhen\tthey\toccur\tin\tschool,\tit\tis\tthrough\tthe\tdialogical\tencounter\tthat\tis\tthe\tcomplicated\tconversation\tthat\tis\tthe\tlived\texperience\tof\tcurriculum.\t(p.\t139)\tIt\tis\timportant\tto\tadd\tthat\twhile\tthis\tstudy\taims\tto\texplore\tdemocratic\teducation,\tthere\tare\talso\tvoices\tamong\tthe\tparticipants\twho\tdo\tnot\tthink\tthe\tschool\tis\tdemocratic.\tAs\tHelen\tand\tI\tshared\tduring\tthe\tsecond\tgathering:\t\t[A]\tsense\tof\tagency\tis\tdifferent\tfrom\tagency.\tI\tthink\tthat\tWindsor\tHouse\tis\tnot\tdemocratic\tat\tall\u00E2\u0080\u0094it\tis\twhatever\tit\tserves\tat\tany\tgiven\ttime\t\u00E2\u0080\u00A6\tdemocracy\tas\ta\tsense\tof\tagency.\tWe\tallow\tyoung\tpeople\tto\tdo\tthings\tthat\tare\tvery\tbrave\tin\tour\tsociety\tthat\tdoes\tnot\ttrust\tyoung\tpeople\tto\tmake\tdecisions\tabout\ttheir\town\tlives.\tAnd\tit\thas\tvery\tlittle\tto\tdo\twith\tvoting.\tIt\thas\tto\tdo\twith\tour\tpersonal\tattitude.\u00E2\u0080\u00A6\tWell,\tsome\tform\tof\tvoting.\u00E2\u0080\u00A6\tWe\tare\tunder\tthat\theading\tjust\tbecause\tit\tis\tbetter\tthan\tanything\telse\tto\tget\tthe\tsense\tof\twhat\twe\tare\tdoing\there.\tBut,\tin\tactuality,\tpeople\ton\tthe\toutside\tthink\tthere\tis\ta\tschool\tcouncil\tand\tthey\tvote\ton\trules.\t(Helen)\tIt\tis\tinteresting\tbecause,\tfor\tme,\twhen\tI\tthink\tabout\tthe\tterm\tof\tdemocratic\teducation,\tI\tdo\tnot\tthink\tso\tmuch\tabout\tthe\tstructure\tof\tvoting.\tI\tthink\tabout\tdemocracy.\tIt\tis\tnot\tabout\ta\tfinal\tproduct.\tIt\tis\tall\tthe\ttime\tevolving.\tThere\tis\tall\tthe\ttime\tand\tspace\tfor\tdifferent\tvoices,\tfor\tplurality,\tpushing\tboundaries,\tupholding\tthe\trights\tof\teveryone.\t(Ofira)\tWe\tmake\ta\tmistake\taround\tthe\tidea\tof\tdemocracy,\tand\tone\tof\tthem\tis\tperhaps\tme\thaving\tcertain\tteaching\tstyle,\tor,\tfor\tme\tpersonally,\tI\tdo\tnot\tcare\tif\tsomeone\tis\toutside\tof\ta\tclassroom.\tThe\tthing\tthat\u00E2\u0080\u0099s\timportant\tfor\tme\tis\tthat\tyoung\tpeople\tdo\tnot\tfeel\tthey\tneed\tto\tgo,\tor,\tif\tthey\tdo\tnot\tthe\tlike\tthe\tway\ta\tteacher\tspeaks\tto\tthem,\u00E2\u0080\u00A6\tthey\tcan\tstep\tout\twithout\tbeing\tworried\tabout\tthe\tconsequences\u00E2\u0080\u0094[it\trequires]\tparent\tparticipation\t[and]\tgiving\tkids\tagency.\t(Helen)\tThe\tmeaning\tof\tthis\teducation\tconnects\tdirectly\tto\tthe\tdecision\tthat\tall\tparticipants\twere\tpart\tof\tthe\tfeasts\tduring\tthe\tgatherings.\tThe\treality\tmade\tparticipants\tadapt\tthe\tcurriculum\tto\twhatever\twas\tneeded,\tthat\tis,\tthe\trecipe.\tAs\tMeron\trealized\tin\tthe\tfirst\tgathering,\tand\t\t 146\tthen\tothers\tagreed,\tcollaboratively\tcooking\tis\tsimilar\tto\tthe\twork\tof\ta\tdemocratic\tschool.\tFor\tinstance,\tDavid\tcame\tto\tme\tto\tshare\tthat\the\twas\tmaking\tthe\tTabouleh\twith\tquinoa\tso\tthat\tmost\tpeople\tcould\teat\tit.\tAdaptation,\tas\tin\tDavid\u00E2\u0080\u0099s\texample,\tfreed\tmany\tstuck\tmoments\tin\tthe\tmaking\tand\tcollaborating.\t\tReminding\tUs\tto\tBe\tOur\tOwn\tGuest\tWithin\tHospitality\tThere\tare\tnumerous\tways\tto\tcook,\tlisten,\tbe\twith,\tshare\topinions,\tparticipate,\tteach,\tbe\tengaged,\tconverse,\tand\tsimply\tbe.\tThe\tlast\tgathering\twas\ta\tlived\texperience\tof\tsuch\tenvironment.\tAs\tI\twrote:\tThe\tfood\tand\tthe\ttable\tare\tready,\twith\tonly\tlast\tsmall\ttasks\tto\tbe\tcompleted.\tThis\tmeeting\tholds\tthe\tfeel\tof\t\u00E2\u0080\u0098there\tis\tno\tright\tway.\u00E2\u0080\u0099\tPeople\tare\tdoing\twhat\tthey\tfeel\tlike,\tas\tthey\tmake\tthe\tdish\tthey\tinvent\tor\tsimply\tmake\ta\tdish\tthey\tknow.\tTalking,\tlistening,\tand\thelping\taround.\tThe\teating\tstarts\tand\tsmall\tconversations\tabout\tdaily\tissues\tcome\tup.\tMeghan\tasks,\t\u00E2\u0080\u009CAre\twe\twaiting\tfor\tpeople\tto\tstart\teating?\u00E2\u0080\u009D\tHelen\tand\tJason\treplied\ttogether\twhile\teating\tthemselves,\t\u00E2\u0080\u009CNo.\u00E2\u0080\u009D\tSeveral\tof\tus\tburst\tout\tlaughing.\tThere\tis\tone\tparticipant,\tHolly,\twho\tis\twaiting\tto\tstart\tonly\twhen\teveryone\tis\tseated.\tThis\tsimple\tbut\ttelling\texample\tof\twhen\tto\tstart\teating\treflects\tthe\tway\tof\tbeing\ta\tmember\tof\tthe\tWindsor\tHouse\tcommunity.\tWhile\tstaff\tmembers\toperate\tdaily\tin\tparallel\trealities,\tbeing\taware\tof\teach\tstudent\u00E2\u0080\u0099s\tneeds\tand\tstories\tinvites\tand\tassists\tin\tnon-binary\tthinking.\tAs\tBiesta\t(2013b)\tsays:\t\tA\tteacher\u00E2\u0080\u0099s\tjob\tis\tlike\tplaying\tsimulative\tchess\twith\tdifferent\tstudents\u00E2\u0080\u0099\tcomplexity\tof\ttheory\tin\ta\tthree-layer\tchess\tgame.\tIt\tis\timportant\tto\tset\tthe\ttarget\tfor\teach\tstudent\tbut\talso\tknow\tto\tlet\tgo\tat\ttimes.\tEngagement\tand\temancipation.\t(42:35)\tIt\tis\timportant\tto\tpay\tattention\tto\tthe\tact\tof\t\u00E2\u0080\u0098letting\tgo\tat\ttimes\u00E2\u0080\u0099\tin\tthe\tcontext\tof\tWindsor\tHouse.\tIn\tmany\teducational\tsettings,\tteachers\u00E2\u0080\u0099\tresponsibilities\tare\tto\tkeep\tstudents\ton\ttask\tand\tensure\tthe\tcurriculum\tis\tdelivered;\tFreire\t(1970)\trefers\tto\tthis\tas\tthe\tbanking\tconcept\tof\teducation.\t\t\t 147\tHence,\tthe\tbanking\tconcept\tis\tanti-dialogical,\twith\tteachers\tserving\tin\tmany\tways\tas\tthe\toppressors,\tand\tstudents,\tas\tthe\toppressed\u00E2\u0080\u0094those\twho\tlack\topportunities\tto\tthink\tcritically\tand\tindependently,\tbe\tcreative,\tand\tquestion.\tIn\tanti-dialogic\tenvironments,\tthe\toppressors,\tthat\tis\tthe\tteachers,\tsuffer\tfrom\ta\tlack\tof\tlistening,\tcommunicating,\trespecting,\tand\thumility\ttoward\ttheir\tstudents.\tIn\tcontrast,\tat\tWindsor\tHouse,\tstaff\tare\tencouraged\tto\thold\tthe\tspace\tfor\twhatever\tis\tneeded,\tas\tsometimes\tthe\timportant\twork\tof\tdoing\tis\tto\tlet\tgo.\tAs\tI\tshared\ton\tthe\tthird\tgathering:\tWhen\tI\tsaw\tthat\tnobody\thad\treplied\t[to\tmy\temails\tregarding\tthe\tcurriculum\tof\tour\tthird\tgathering],\tI\tthought\tthere\twas\tsomething\tgoing\ton\tthat\tI\twas\tnot\taware\tof,\tand\tthen\tDavid\texplained\tto\tme\tin\ta\tshort\temail\twhat\twas\tgoing\ton,\tand\tI\tthought,\t\u00E2\u0080\u009COK,\tthat\u00E2\u0080\u0099s\ta\tgood\tsign.\u00E2\u0080\u00A6\tThe\tgroup\tsent\tme\tthe\tvibe\tthat\tsomething\twas\thappening,\tthat\tthey\twere\tnot\tjust\tignoring\u00E2\u0080\u009D\t[I\tdo\tremember\tthat\tit\twas\ta\ttrust\ttest\tfor\tme\twith\tthe\tgroup].\tIn\tdifferent\tcases\tand\texperiences\tin\tmy\tlife,\tI\tcould\teasily\tthink,\t\u00E2\u0080\u009COh,\tthey\tdo\tnot\tcare.\u00E2\u0080\u009D\tThis\ttime\tit\twas\tnot\tthe\tcase.\tIt\tdid\tnot\tcarry\tthose\tfeelings.\t[I\tdecided\tto\tlet\tgo].\tIt\tfelt\tlike\tbeing\tdisconnected.\tI\twas\ttravelling,\tso\tI\twas\tnot\tclose\tto\thear\tand\tfeel\twhat\tthe\tcommunity\twent\tthrough\twhile\tI\twas\tgone\twith\tthe\tbig\tmove\t[as\tthe\tschool\twas\trelocating\tat\tthe\tend\tof\tJune].\tI\twas\taway\tfor\ta\tmonth.\tI\teven\twrote\tto\tmy\tadvisor\tand\tasked\ther\tfor\ther\tadvice\tregarding\tthis\tsituation.\tI\tsuggested\tI\twould\tbring\ta\treadymade\tfood\tfor\tthis\ttime,\tso\tit\tcould\toffer\tus\ta\tdifferent\texperience\tin\tour\tmonthly\tgathering\u00E2\u0080\u0094something\tto\tcompare\twith\tother\tmeetings\t[where\twe\tcooked\teverything].\tThis\texperience\tof\tletting\tgo\twith\tthe\tcurriculum\tplanning,\tthat\tis,\tour\tcooking\tin\tour\tthird\tgathering,\toffered\tthe\tgroup\tan\topportunity\tto\tbe\twith\teach\tother,\tjust\tas\tthe\tstaff\tmembers\toffer\tstudents\tat\tWindsor\tHouse.\tThis\twas\tan\topportunity\tto\tdwell\tin\twhatever\tcomes\tfrom\tbeing\ttogether,\ttalking,\tlistening,\tand\teating\ttogether,\tto\tlet\tgo\tof\ta\tset\tagenda\tand\tallow\tourselves\tto\tdialogue\tand\tcollaborate\twithout\ta\tbig\ttask\tor\ta\ttopic.\tLetting\tgo\twhile\tpaying\tattention\tto\tneeds\tis\tquite\tpurposeful;\tbecause\tof\tthis,\teating\ttogether\twas\twhat\twe\tneeded.\tIt\tis\timportant\tto\tbe\treminded\tthat\tthe\tlived\texperience\tof\tletting\tgo\tcan\tbe\tchallenging\tat\ttimes.\tAs\tTina\tshared\ton\tthe\tthird\tgathering:\t\t\t 148\tI\twant\tto\taddress\tthe\tsecret\tgarden\tgroup\u00E2\u0080\u00A6\tI\twas\tgetting\tso\tprofessional\tin\tmy\trole\tas\ta\tlife\tcoach;\tI\tam\ttrying\tto\tfit\tthem\tinto\tthis\tbox,\tevery\ttime\tI\tmet\tthem\tin\tthat\tlab,\tand\tthen\tsomeone\tsuggested\twe\tgo\toutside,\tand\tI\tsaid,\t\u00E2\u0080\u009CGreat,\tlet\u00E2\u0080\u0099s\tgo\toutside!\u00E2\u0080\u009D\tI\tknow\tit\tis\ta\tbit\tchaotic,\tbut\tit\tis\tbetter.\tAnd\tthen,\tyou\tknow,\tsomeone\tsuggests\twe\tcook\ttogether,\tso\twe\tcook\ttogether.\tSo\tI\tstart\tto\tdrop\tmy\tagenda\twith\tthem,\tand\twe\tfound\teach\tother.\tBut\tit\tis\ttaking\tweeks.\tDropping\tthe\tagenda\tand\tletting\tourselves\tbe\twith\teach\tother\tcreates\tan\tatmosphere\tof\thospitality,\tthat\tis,\tcoming\twith\tan\topen\theart\tand\tmind\tto\tthe\tother,\tour\tguest,\tand\tto\toneself.\tThis\tatmosphere\tinvites\tlistening\tthat\tcreates\ta\tdemocratic\tsetting\tfor\tdialogue\tto\thappen.\tThese\tdemocratic\tcharacteristics\tof\tWindsor\tHouse\tare\tbeyond\tcurriculum\ttransmission\tor\tdemocratic\tstructure.\tThey\toffer\ta\tsafe\tplace\tof\thospitality,\twhile\tsimultaneously\tembracing\tdemocratic\tprinciples,\tengagement,\tand\tpractices.\tMoreover,\tthe\tWindsor\tHouse\tcommunity\thas\tcommitted\tto\tdialogue,\tchallenging\tconversations,\tand\tcritical\tencounters.\tAs\tI\treflected\tafter\tthe\tsecond\tgathering,\tI\tbegin\tto\tunderstand\tthat\tthe\trole\tof\tschool\tis\tdialogic\twith\tmany\tmore\tpersonal\tand\temotional\tgoals,\twhich\tleads\tto\ta\treally\tdifferent\tdialogical\tdiscussion,\tsince\tall\tsides\tdo\tnot\ttry\tto\tdirect\tthe\tother\taway\tfrom\tlistening\tand\tcuriosity.\tOn\tthe\tcontrary,\tit\tis\tabout\tcreating\tspace\tto\twhat\twould\thappen\tin\tthe\tinteraction,\twhile\tencountering\teach\tother\t\u00E2\u0080\u00A6\tfor\tseveral\tparticipants,\tlistening\tto\twhat\u00E2\u0080\u0099s\tneeded\tand\tadapting\tis\tmore\timportant\tthan\tbeing\ta\tdemocratic\tschool.\tThe\tterm\tdemocratic\tis\ttoo\tdefined\tfor\tmany.\t\tAlthough\tlistening\tand\tadapting\tare\tabout\tengaging\tdemocratically\twith\tone\u00E2\u0080\u0099s\tcommunity,\tit\tseems\tthat\tthe\tissue\tis\tnot\twhether\tone\tis\tacting\tin\tdemocratic\tways,\tbut\trather\tthat\tthe\tterm\tdemocratic\tit\tis\tnot\twell\tdefined.\tAt\tWindsor\tHouse,\tthe\tterm\tdemocratic\tis\tperceived\tby\tmany\tas\ta\tstructured\tway\tof\tacting,\twith\trules\tand\tprocedures,\tand\tas\ta\tdifferent\tterm\tfrom\thospitality,\tthat\tis,\tthe\twhatever\tculture,\tI\twant\tto\tsuggest\tthat\thospitality\texists\twithin\tthe\tdemocratic\tatmosphere\tand\tis\tan\tessential\tpart\tof\tbeing\tdemocratic.\tBy\tclaiming\tthat,\tI\tsuggest\tthat\tthere\tare\tmany\tless\tvisible\tand\tknown\tguidelines\tthat\tcreate\tdemocratic\tenvironment\tsuch\tas\tplurality\tand\tsense\tof\tagency\tin\taddition\tto\tvisible\tand\tpractical\t\t 149\taspects\tsuch\tas\tschool\tcouncil\tand\tjustice\tcommittee\tof\ta\tdemocratic\tschool.\tAs\tHelen\tshared\ton\tthe\tsecond\tgathering,\t\tI\tdo\tnot\tthink\tWindsor\tHouse\tis\tdemocratic\tat\tall.\tI\tthink\tthat\tWindsor\tHouse\tis\twhatever\tserves\tit\tat\tany\tgiven\ttime.\tSo,\tdemocracy\tin\ta\tsense\tof\tvoting,\twhich\tis\tdifferent\tfrom\twhat\tCorin\tis\tsaying,\twhich\tis\tsense\tof\tagency.\tI\tthink\tthat\tthe\tbest\twe\toffer\there\tis\tsense\tof\tagency.\tAnd\twe\tallow\tyoung\tpeople\tto\tdo\tthings\tthat\tare\tvery\tbrave\tin\tour\tsociety\tof\tnot\ttrusting\tyoung\tpeople\tfor\tthem/for\tus\tto\ttrust\tthem\tto\tmake\tdecisions\tabout\ttheir\town\tlives.\t\tThis\tsafe\tspace\tof\thospitality,\twhich\toffers\ta\tsense\tof\tagency,\tdoes\tnot\tseem\tto\toffer\tenough\tsecurity\tfor\tseveral\teducators\twho\twish\tto\tuphold\tthe\tdemocratic\tmechanism\tof\tthe\tschool.\tEspecially\tat\tthat\tpoint\tin\ttime,\twhen\tthe\tschool\tcommunity\tfaced\ta\tbig\tmove\tto\ta\tmulti-campus\tmodel\tafter\tlosing\tits\tbuilding.\tIt\tis\tinteresting\tto\tpay\tattention\tto\tthe\tconcerns\tparticipants\tbrought\tup\ton\tthe\tthird\tgathering\tregarding\tthe\tfear\tof\tlosing\tthe\tdemocratic\tculture\tof\tthe\tschool\twith\tthe\tbig\tmove.\tAs\tAndre\tshared\ton\tthe\tthird\tgathering:\t\tThe\ttrouble\tI\tthink\twe\tare\ttalking\tabout\tnext\tyear\tis\tthat\tfor\tme\tit\tdoes\tnot\tmean\tdemocratic\teducation.\u00E2\u0080\u00A6\tFor\tdemocratic\teducation\tyou\tneed\tcommunity.\u00E2\u0080\u00A6\tWhat\tterrifies\tme\tabout\tnext\tyear\tis\t\u00E2\u0080\u00A6\tif\twe\tare\tall\tin\tdifferent\tplaces,\teach\tone\tof\tus\thas\tto\thold\tthe\tentire\tdemocracy\tinside\tourselves\tbecause\tit\tis\tnot\ta\tcommunity\tdoing\tdemocracy\tanymore,\tit\tis\ta\tsingle\tperson\tresponsible\tfor\tJC\t[Justice\tCommittee]\tand\tschool\tcouncil.\u00E2\u0080\u00A6\tIt\tall\tbecomes\tindividualized,\tand\tit\tis\tnot\ta\tdemocracy\tanymore.\u00E2\u0080\u00A6\tI\tremember,\tI\tthink\tin\tmy\tfirst\tyear\tat\tWindsor\tHouse,\tMeghan\tdescribed\tWindsor\tHouse\tas\ta\tcommunity\tof\tpeople\twho\tbump\tup\tagainst\teach\tother\tand\tfigure\tit\tout.\t\tThe\tstaff\tmembers\tagreed\tthat\tconstant\tinteractions\tamong\tpeople\twithin\tthe\tschool\tcommunity\tare\timportant\tfor\tall.\tIt\twas\tthe\tterm\tdemocratic\teducation\tthat\treflected\tdifference.\tAt\tWindsor\tHouse,\tthis\tterm\tembraces\tsecure\tfeelings\tfor\tmany,\tothers\twish\tto\tundo\tthe\tdemocratic\tstructure\tand\tbring\tforward\tnew\tmeanings\tas\twell\tas\tnew\tpractices\tand\tinitiatives.\tFirst,\tit\tis\timportant\tto\tbriefly\texplain\tthe\tdistinction\tbetween\tdirect\tdemocracy\tand\trepresentative\tdemocracy\tbefore\tsharing\tHelen\u00E2\u0080\u0099s\t(a\tparticipant\tand\tthe\tfounder\tof\tWindsor\tHouse)\ttake\ton\tit.\tDirect\tdemocracy\toffers\tequal\tpart\tin\tdecision\t\t 150\tmaking,\twhich\tincludes\tand\trespects\tminorities.\tWhile\trepresentative\tdemocracy\toffers\telected\trepresentatives\twho\thandle\tdecision\tmaking\ton\tbehalf\tof\tthe\tvoters.\tAs\tHelen\tand\tI\tdiscussed\tin\tpersonal\tconversation\tlater\ton\tApril\t2019,\t\tIn\tthe\tvery\tliteral\tsense\tof\tthe\tword,\t\u00E2\u0080\u009Cdemocracy\"\tmeans\telecting\tpeople\tto\trepresent\tyou,\tor,\tin\tthe\tcase\tof\tearly\tGreece,\tthe\tmale\tlandowners\teach\thaving\ta\tvote\ton\thow\tthe\tcity\tis\trun.\tHowever,\tin\tmodern\tparlance,\tit\thas\ttaken\ton\tsort\tof\ta\tcatchall\tphrase\tto\tmean\tpeople\thave\tsome\tpower.\tSo,\tif\tyou\tconsider\tvoting\tfor\tone\tperson\tto\trepresent\tyou\tcompletely\tin\tsome\torganization,\tyou\tprobably\tare\tmisled.\u00E2\u0080\u00A6\tDemocracy\t[has]\ta\tvery\tbroad\tdefinition.\tBut\tat\tWindsor\thouse,\twe\tdon\u00E2\u0080\u0099t\telect\tpeople\tto\tspeak\tfor\tus;\t\u00E2\u0080\u00A6\tevery\tsingle\tperson\tgets\ta\tvote\tat\ta\tschool\tmeeting.\tBut\tunfortunately,\twe\tare\tquite\tlimited\tas\tto\twhat\twe\tcan\tallow\tto\tchildren\tto\tvote\ton.\tSo\twe\tcan\u00E2\u0080\u0099t\tlet\tthem\tvote\ton\tsafety\tmatters\tor\tdrug\tmatters\tor\tgun\tuse\tmatters\tor\t\u00E2\u0080\u00A6\tand\tthe\tlist\tgoes\ton.\tAnd\tit\tis\tperfectly\treasonable\tand\tsensible.\tSo\twe\ttry\tto\tgive\tthe\tchildren\ta\tvoice\tso\tthat\tthey\tcan\ttell\tus\twhat\tthey\tthink\t\u00E2\u0080\u00A6\tWindsor\tHouse\ttries\tto\tbe\tdemocratic\tin\tthe\tsense\tof\tin\tthe\tbroader\tsense,\tof\tgiving\tpeople\ta\tvoice.\tSo,\twe\tjust\tuse\tthe\tword\tdemocracy\tas\ta\tbyword.\t\u00E2\u0080\u00A6\tSome\tschools\ttry\tand\tteach\tdemocracy\tby\thaving\trepresentatives\twho\tare\telected\tand\tthen\twho\tdo\tcertain\tjobs\tand\tso\ton.\tWe\tdon\u00E2\u0080\u0099t\tdo\tany\tof\tthat\tkind\tof\tthing.\tWhat\twe\tdo\u00E2\u0080\u00A6\tthe\tpart\tof\tdemocracy\tthat\twe\tare\tinterested\tin,\t[which]\tis\tthe\tpart\twhere\tpeople\tfeel\theard\tand\tare\tactive\tin\tsetting\tas\tmany\trules\tas\tpossible,\t\u00E2\u0080\u00A6\tso\twhen\tI\tsay\tthat\twe\tdon\u00E2\u0080\u0099t\tdo\tdemocracy\tat\tWindsor\tHouse\twhat\tI\tmean\tis\tthat\twe\tdon\u00E2\u0080\u0099t\tdo\tthat\tend\tof\tdemocracy,\tthat\tsetting\tup\tof\trepresentatives\tand\tpeople\t\u00E2\u0080\u00A6\twhich\tquite\toften\tturns\tinto\ta\tpopularity\tcontest\t\u00E2\u0080\u00A6\tthat\u00E2\u0080\u0099s\twhy\tI\tam\tnot\tthrilled\tabout\tthe\tword\t\u00E2\u0080\u009Cdemocracy.\u00E2\u0080\u009D\tI'd\tlike\ta\tbetter\tword.\t(Helen)\tIn\tthe\tthird\tgathering,\teducators\traised\tthe\tconcern\tregarding\tthe\texistence\tof\tdemocratic\tstructure\tof\tthe\tschool\tseveral\ttimes.\tAs\tAndre\tshared\tin\this\tfirst\tinterview\tin\tthis\tstudy,\the\tis\tinterested\tinvestigating\tdemocratic\teducation\tand\tadvocating\tfor\tdemocratic\teducation.\tHe\tshared\tin\tthe\tthird\tgathering\this\tworries\tabout\tnot\tbeing\table\tto\tkeep\tthe\tdemocratic\tstructures\tof\tthe\tschool\tin\tthe\tnew\tsetting\t(i.e.,\tthe\tmulti-campus\tsetting).\tHe\texplained\tthat\tfor\thim\tit\tworks\tin\tthe\tcurrent\tsetting\tthanks\tto\tthe\tfact\tthat\tthe\tschool\tfunctions\tin\tone\tmain\tlocation,\twhere\teveryone\tis\ta\tpart\tof\tit.\tThe\tconversation\t\t 151\trolled\tfrom\tAndre\tto\tHelen,\twho\tshared\ther\tunderstanding\talong\tthe\tyears,\twhich\tkept\tunfolding\tand\texpanding.\tHelen\thas\tcome\tto\tbelieve\tthat\tit\tdoes\tnot\tmatter\thow\tmuch\tshe\tplanned\tideas\tdifferently\teach\tyear,\tit\talways\tbecomes\ta\tnew\tstory\tonce\tshe\tencounters\tthe\tstudents\tsimply\tbecause\tthey\tkeep\tchanging\tand\tadaptations\tare\tneeded\ton\tthe\tgo.\tLater,\tHeather\tjoined\tthe\tconversation\twith\thistorical\tanecdote\tabout\tthe\tJustice\tCommittee\tin\tWindsor\tHouse.\tAs\tshe\tshared:\tI\tremember\tthe\ttime\tthat\twe\tdid\t\u00E2\u0080\u00A6\twe\tused\tto\trotate\twho\twere\tdoing\tthe\tJC\t[Justice\tCommittee].\tWe\tdid\tJC\twhere\teverybody\ttook\ta\tday.\tOh,\twe\thad\tthe\tkids\tdo\tit.\tYeah,\tthey\thad\ta\tduty,\twe\thad\ta\tlist\tand\twe\thad\tto\tgo\tthrough\ta\twhole\troster.\tAnd\tthen,\twe\tended\tup\tbringing\tfood\t(laugh),\tbecause\tit\tactually\tbrought\tthem\tand\tthey\twere\twilling\tto\tcooperate.\t\tHeather\u00E2\u0080\u0099s\tanecdote\tled\tthe\tconversation\tto\tquestioning\tthe\tdemocratic\tstructure\tand\tinstitutions\tof\tschool\tin\trelation\tto\tthe\tschool\tenvironment\tthat\tto\tdo\tmuch\tmore\twith\tthe\tpeople\tand\tthe\tculture\tof\tthis\tplace.\tAs\tKristen\tadded,\t\tSometimes\tI\tget\tworried\tabout\t[how]\tthe\t\u00E2\u0080\u009Cthe\tinstitution\tor\tsystem\tcontrols\tus.\u00E2\u0080\u009D\tI\thope\tyou\tguys\tdo\tnot\tmind,\tbut\tI\tdo\tnot\tlike\tthe\tbashing\tof\tthe\tmainstream\tschool\tall\tthe\ttime\tbecause\tsometimes\tI\tsee\tso\tmany\tbeautiful\tthings\tthere\tand\treally,\tI\tbelieve\tin\twhat\tI\twas\tdoing\tthere.\tI\tthink\tI\tcould\tdo\twonderful\tthings\tnext\tyear,\tbecause\tI\tdo\tnot\tthink\tthe\tinstitution\tcontrols\tme,\tand\tI\tdo\tnot\tthink\tthat\tit\ttakes\twhat\thappens\tin\tthe\tclassroom.\tIt\tis\tdefinitely\tsets\tparameters\tand\tit\tis\tdoes\tnot\tallow\tcreative\tthoughts\t\u00E2\u0080\u00A6\tthere\tare\tlimits,\tfor\tsure.\tBut,\tit\tdoes\tnot\tmean\tthat\tit\tdoes\tnot\tdictate\twhat\tshould\thappen.\tYeah,\tI\tguess\tit\tcomes\tdown\tto\tpeople.\tWhen\tI\tam\ttalking\tabout\tWindsor\tHouse,\tI\tam\tnot\talways\ttalking\tabout\tinstitutional\tdemocratic\teducation,\tlike\tyou\tsaid\t[directs\tit\tto\tAndre].\tIt\tdoes\tnot\tinterest\tme\tmuch.\tThe\tsame\tthing\twith\tgovernments\tall\taround\tthe\tworld\t\u00E2\u0080\u00A6\tyou\tsee?\tYou\thave\ta\tdemocracy,\tand\thow\tdoes\t[that]\tdemocracy\tmake\tit\thealthy,\tyou\tknow?\t\tThe\tsame\tway\there,\twe\tare\tstrengthened\tby\tmany\tinstitutions\tthat\tset\tpriorities\tand\tvalues.\tAnd,\tI\tnever\tsaw\tso\tmuch\tgrace\tto\teach\tother,\tto\tstudents,\tto\tstaff,\tand\tloveness.\tThat\tkind\tof\tacceptance\tand\tlistening,\tand\tit\tis\tbeautiful.\tIt\tdoes\tnot\thappen\tin\tschools\t\t 152\tat\tthe\ttime,\tbut\tit\thas\tmore\tto\tdo\twith\tpeople\tand\tless\tto\tdo\twith\tdemocratic\tinstitutions.\t\tJason\tand\tTina\tagreed\twith\tKristen\tand\tthe\tconversation\tcontinued\twith\tMeron,\tas\tshe\tclarified:\tI\tthink\tit\tis\tabout\tthe\tpeople,\tand\tit\tis\tthe\tculture\tthat\tallows\tus\tto\tbe\tthat\tway.\tI\tlearnt\tfrom\tthe\tculture\tof\tthis\tplace\tto\tbe\tin\ta\tway\tthat\tworks\twith\tthis\tplace\t\u00E2\u0080\u00A6\t\u00E2\u0080\u0098cause\tit\tis\tcertainly\ttransformed\tmy\tway\tof\tbeing\t\u00E2\u0080\u00A6\tthere\tis\tthat\taspect\tof\tthat\t\u00E2\u0080\u0093\tI\tdo\tnot\tthink\twe\tall\tbrought\tit\twith\tus\there.\tThe\tmove\tAndre\trefers\tto\thappened\tright\tafter\tthe\tstudy\tended\tonsite.\tThe\tmove\twas\trequired\tbecause\tthe\tschool\tbuilding\twas\tin\tthe\tprocess\tof\tbeing\tdemolished.\tIt\twas\tnot\tthe\tfirst\ttime\tthat\tWindsor\tHouse\tcommunity\tlost\tits\tbuilding.\tThus,\tmany\tcommunity\tmembers\theld\tthis\tspace\tof\tfear\tand\tworries\tand\tmanaged\tto\tcontinue\tthe\tsearch\tof\talternatives.\tThe\tfollowing\tschool\tyear\tarrived\tand\tthere\twas\tno\tschool\tbuilding.\tHowever,\tthe\tcommunity\tdecided\tto\ttry\tthe\tmulti-campus\tidea,\twhich\tmeant\tdifferent\tlocations\tfor\tgroups\tof\tstudents.\tThe\tlocations\thave\tbeen\trepresented\tin\tan\tonline\tspace\tand\tstudents\tcan\tsign\tup\tfor\tthe\tvarious\tspaces\ton\ta\tweekly\tschedule.\tThere\tare\ta\tfew\tpick-up\tand\tdrop-off\tlocations\tfor\tschool\ttransportation\talong\twith\tthe\tsupport\tof\tcommunity\tmembers\tcarpooling.\tFor\tinstance,\tthe\tlocations\tinclude\ta\tmaker\tspace,\ta\tfarm,\ta\ttheatre,\ta\tpermanent\thome\tbase\tfor\tyounger\tstudents,\tthe\tforest,\tthe\tbeach,\tpublic\tlibraries,\tand\toutdoor\tand\tindoor\tfield\ttrips.\tAs\texpected,\tthis\tmove\tset\tchallenges\tfor\tthe\tschool\tin\ta\tvariety\tof\taspects\tsuch\tas\tits\tcapacity\tto\toperate\tall\tlocations\tas\tmulti-aged\tspaces.\tThus,\tthere\thas\tbeen\ta\tbig\tstruggle\tto\tget\tall\tages\ttogether\tin\tone\tplace,\tas\tWindsor\tHouse\thad\tin\tthe\told\tbuilding\twhere\teveryone\tknows\teveryone\tand\tallowed\tfor\tfriendships\tto\tspan\tlarge\tage\trange.\tAlthough\tall\tspaces\tin\tthe\tmulti-campus\tsetting\tcould\ttechnically\tbe\tconsidered\tmulti-age,\tin\treality\tonly\ta\tfew\tare,\tsuch\tas\tthe\tRevue\tStage\t(i.e.,\tthe\ttheatre)\tand\tthe\tfarm\tspaces.\tThus,\tcommunity\tfield\ttrips\tand\ttheatre\tproductions\tand\tspecial\tevents\thave\tbecome\tan\timportant\taspect\tof\tkeeping\tthe\tcommunity\tfeel\tof\tWindsor\tHouse.\tAs\tEllen\t(personal\tcommunication,\tFebruary\t02,\t2019)\tmentioned,\t\u00E2\u0080\u009CIt's\ta\tbig\tlament\tin\tthe\tcommunity.\tA\ttear\tin\tthe\tfabric\tof\tthe\tcommunity\tof\tthe\tschool.\u00E2\u0080\u009D\tAt\tthe\tsame\ttime,\tthe\tmulti-\t 153\tcampus\tsetting\talso\tturned\tout\tto\tbe\tan\topportunity\tto\texplore\tnew\tways\tof\tbeing\tfor\tstaff,\tstudents,\tand\tthe\tcommunity\tas\twhole.\tIn\tthe\tnew\tsetting,\tthere\tare\texperiences\tand\tperspectives\tand\taspects\tto\trelationship\tand\tcommunity\tthat\tbecame\tavailable\tand\tenriched\tcommunity\tmembers\u00E2\u0080\u0099\tperceptions\tof\twhat\tpeople\tcan\taccomplish\twithin\tcommunity.\t\t 154\tChapter\t6:\tRadical\tHospitality\tis\tthe\tHost\t\t\t\t\tFigure\t7.\tRadial\tHospitality.\tPhoto\tby\tOfira\tRoll.\t\t\t\u00E2\u0080\u009CHospitality\tis\tculture\titself\tand\tnot\tsimply\tone\tethic\tamongst\tothers.\tInsofar\tas\tit\thas\tto\tdo\twith\tthe\tethos,\tthat\tis,\tthe\tresidence,\tone\u00E2\u0080\u0099s\thome,\tthe\tfamiliar\tplace\tof\tdwelling,\tinasmuch\tas\tit\tis\ta\tmanner\tof\tbeing\tthere,\tthe\tmanner\tin\twhich\twe\trelate\tto\tourselves\tand\tto\tothers,\tto\tothers\tas\tour\town\tor\tas\tforeigners,\tethics\tis\thospitality;\tethics\tis\tso\tthoroughly\tcoextensive\twith\tthe\texperience\tof\thospitality.\u00E2\u0080\u009D\t(Derrida,\t2000,\tpp.\t16\u00E2\u0080\u009317)\t\t\t \t\t 155\tIt\tmight\tfeel\tthat\tI\tpost\tnon-stop\tabout\tthe\tsame\ttopic\tfor\tthe\tlast\ttwo\tweeks.\tIn\tcase\tyou\tjoin\tmy\twall\tonly\ttoday,\tI\twant\tyou\tto\tknow\tthat\tright\tnow,\tin\tIsrael,\tsomething\tbig\thas\thappened.\tCitizens\tare\tmaking\tconnections\tbetween\tthe\tgovernment\tactions\tand\tthe\tHolocaust\tnarratives.\u00E2\u0080\u00A6\tI\tfeel\tit\tis\ta\twakeup\tcall\tfor\tall\tof\tus.\tThese\trefugees\tfrom\tAfrica\thopefully\twill\tnot\tbe\tdeported\tthanks\tto\tmany\tresponsible\tcitizens.\tIt\tis\tbeyond\tmany\tnon-democratic\tlaws\tthat\tpassed\tlately\tin\tIsrael.\tIt\tis\tmuch\tmore\tdown-to-earth\thuman\tethics.\tIt\tis\tabout\tthe\tnotion\tof\tRadical\tHospitality,\tas\tDerrida\twrote\tabout\tmany\tyears\tago,\tas\ta\tJewish\trefugee\tfrom\tTunisia,\tin\tFrance.\tToday,\twhen\tthe\tnews\tis\tfull\tof\tannouncements\tof\tdifferent\tgroups\twho\tstand\ttogether\tand\tsay,\t\u00E2\u0080\u009CNot\tin\tour\tnames!\u00E2\u0080\u009D\tI\trefer\tto\tEl\tAl\tpilots\t\u00E2\u0080\u0093\twho\tdeclared\tthey\tare\tnot\tgoing\tto\tfly\tthe\tasylum\tseekers\tto\tAfrica;\tI\trefer\tto\tthe\tletter\tof\thundreds\tcinema\tpeople\tto\tBibi\tabout\ttheir\trefusal\tto\tsupport\tthis\tshameful\taction;\tI\trefer\tto\tRabi\tSuzanne\tSilverman,\tof\tthe\tJerusalem\tVoice\tof\tthe\tSoul\tcommunity,\twho\tannounced\tyesterday\ta\tnew\tinitiative\tcalled\t\"a\thiding\tplace\tfor\trefugees\tin\tAnne\tFrank's\thouse.\"\tLast,\tbut\tnot\tleast,\tI\trefer\tto\tColette\tAvital,\tas\tthe\tHead\tof\tthe\tCenter\tfor\tHolocaust\tSurvivors,\twho\tdeclared\ta\tfew\thours\tago\tthat\tHolocaust\tsurvivors\toppose\tthis\texpulsion.\tI\tfeel\tthis\thistorical\tmoment\tmay\tbe\ta\tturning\tpoint.\tNot\ta\tstable\tone.\tNot\twith\tenough\tstrong\tfoundations.\tBut\ta\tturning\tpoint\ttowards\tan\topening.\tAn\topening\tof\tour\thearts\tto\tthe\tother.\tThe\tother\twho\tis\tnot\ta\tJew\tin\tIsrael.\tThe\tone\twho\tdeserves\tdemocratic\ttreatment\tas\tanyone\telse\ton\tthis\tplanet.\tI\tcan\tsee\tthe\tbridge\tto\twake\tour\thearts\tto\tPalestinians.\tThese\tpeople\twho\twere\tforgotten\tunder\tthe\tbusyness\tof\tthe\tnews,\tof\tlife.\tTime\twill\ttell.\tTikun\tOlam\thappens\tin\tsmall\tsteps.\tIf\twe\tsucceed\twith\tthe\tAsylum\tseekers,\twe\tare\tone\tstep\tahead\t\u00E2\u0080\u00A6\tamen!\tAt\tthe\ttime,\twriting\tthis\tpersonal\tnote\tat\tthe\tend\tof\tJanuary\t2018\tgave\tme\ta\tsense\tof\ta\tclosure.\tI\tcame\tto\tunderstand\tthat\tdemocracy\tbecomes\trobust\twhile\tembracing\tinterruptions\tand\tinviting\tradical\thospitality\tinto\tour\tdaily\tlife\texperiences\tby\twelcoming\tthe\tother\tinto\tour\thomes\twhile\tkeeping\tourselves\tinvited.\tAs\tDerrida\t(2000)\tstates\tin\tthe\topening\tquote\tof\tthis\tchapter,\t\u00E2\u0080\u009CThe\tmanner\tin\twhich\twe\trelate\tto\tourselves\tand\tto\tothers,\tto\tothers\tas\tour\town\tor\tas\tforeigners\u00E2\u0080\u009D\t(pp.\t16\u00E2\u0080\u009317).\tThis\tallows\tus\tto\tbe\tout\tof\tour\tcomfort\tzone\tby\tnot\tknowing\twhat\tis\tnext\twhile\tinviting\tthe\tawe\tto\tour\tday-to-day\tliving\twith\topen\t\t 156\tdoor.\tAs\tI\tshared\ton\tthe\tIsrael,\tCanada\tand\tMe\tin\tthe\tAge\tof\tTrump\t(Jewish\tVoices,\t2017)\tpanel,\twhich\tI\tmentioned\tearlier\tin\tthis\tthesis,\t\tI\tgrew\tup\tin\ta\tbig\ttribe.\tI\tgrew\tup\tin\ta\tbig\tfamily\twith\ta\tbig\tgrandma\tthat\treally\tmakes\teveryone\teat\tgood\t\t\u00E2\u0080\u00A6\tand\thospitality\tis\tsomething\tthat\tis\tingrained\tin\tme.\tHospitality,\tfor\tme,\tis\tnot\tjust\tfeeding\tyou.\tHospitality,\tfor\tme,\tis\tto\tlook\tat\tyour\teyes\t\tand\treally\tcare\tabout\twhat\tyou\tfeel\tright\tnow\t\u00E2\u0080\u00A6\t\tFor\tme,\thospitality\tis\tto\tunderstand\tthat\tyou\tmay\thave\ta\tdifferent\tvoice\tfrom\tme\t\u00E2\u0080\u00A6\t\tYou\tmay\t\u00E2\u0080\u00A6\tnot\tfind\tmy\tvoice\tlegitimate,\tbut\tthat\u00E2\u0080\u0099s\twho\twe\tare\t\u00E2\u0080\u00A6\tI\tdo\tbelieve\tthat\twe\tare\tnot\tstrangers\tanywhere;\t\tI\tnever\tmake\tmyself\tstranger\tanywhere.\tI\tfeel\tat\thome,\tbecause\tI\twas\tsent\tto\tthis\tuniverse\tto\tdo\tsomething\t\u00E2\u0080\u00A6\tI\tam\ttravelling\ton\tthis\tglobe\tas\tone\tball\tthat\u00E2\u0080\u0099s\tturning\taround\tand\tpretending\tthat\tit\tis\ta\tserious\tbusiness\tbut\tafter\tall,\twe\tare\tjust\thumans.\t(54:19)\tIn\tdoing\tso,\twe\tare\tasked\tto\tset\taside\tpower\tdynamics\tas\tif\twe\tcan\tset\tthem\taside.\tThe\tnotion\tof\tpower\tdynamics\tI\trefer\tto\there\tis\tthat\tno\tmatter\twho\tmay\tarrive\tand\tno\tmatter\ttheir\tperceived\tauthority\tor\tnot,\tall\tmay\tinteract\twith\teach\tother\tequally.\t\tThis\trealization\tconnects\tback\tto\tmy\tgrandmother,\tMemeh,\twho\tused\tto\tkeep\ther\thome\tdoor\tliterally\topen\twhen\tshe\twas\thome\tand\tawake.\tThis\twas\tespecially\ttrue\tover\tthe\tlast\tfew\tyears,\twhen\ther\thealth\twas\tnot\tgood\tand\tshe\tspent\tmost\tof\ther\tdays\tsitting\tin\ther\tbig\tcozy\tsofa\tchair,\treceiving\texpected\tand\tunexpected\tguests.\tMemeh\u00E2\u0080\u0099s\tdays\twere\tfilled\twith\tartistic\tcreations,\tusually\tfrom\tunwanted\treusable\tmaterials\tthat\tallowed\ther\tto\tbe\tin\ta\tmeditative\tmeaning\tmaking,\tas\tdiscussed\tearlier.\tIn\tdoing\tso\tshe\twas\tin\tthe\tcreating\tand\tgiving\tposition\tand\tstayed\topen\tfor\tinterruptions\tthat\tassisted\ther\tin\tpracticing\tradical\thospitality.\tAll\tguests\twere\twelcome\tto\tjoin\tthe\tcreations,\tconversations,\tand\tusually\ta\tTeh\twith\tMemeh.\tIt\twas\tonly\tseveral\tweeks\tafter\tMemeh\tleft\tthe\tphysical\tworld\twhen\tI\tas\twell\t\t 157\tas\tothers\tencountered\ta\tclosed\tlocked\tdoor\tin\ther\thome.\tIt\twas\tan\tawakening\texperience\tin\twhich\twe\tencountered\tour\tfears\tof\twhat\tcomes\tnext\tafter\ther.\tFor\tme,\tthis\texperience\ttranslates\tinto\tdemocratic\teducation\tin\tterms\tof\tongoing\twillingness,\tthat\tis,\tthe\topen\tdoor,\tto\tbe\tengaged\tin\tcomplicated\tconversations\tthat\tmay\tlead\tto\tdialogue.\tAs\tsuch,\tin\tdemocratic\teducation\tthe\tdoor\tremains\topen\tfor\twhatever,\twhenever,\tand\twhoever\tarrives.\tThere\tis\tan\tongoing\tsearch\tof\tuniqueness\tby\thonouring\tthe\tindividual\tjourney.\tHowever,\tas\tBiesta\t(2015b)\tsuggests,\tit\tis\timportant\tto\tpay\tattention\tto\thow\tquickly\tthe\tnotion\tof\tuniqueness\tmay\tbecome\tan\temphasizing\tprocess\tof\tour\tdifferences,\tinadvertently\tisolating\tpeople\tfrom\tone\tanother.\tAnother\tquestion\tthat\tmay\tbe\tasked\tin\trespect\tto\tfinding\tor\tempowering\tuniqueness\tis,\twhen\tdoes\tit\tmatter\tthat\tI\tam\tI?\tThis\trefers\tto\tthe\tirreplaceable\tuniqueness\tof\tthe\tindividual\t(Biesta,\t2015b).\tIrreplaceability\tis\tbeyond\tspecific\tcharacteristics;\tit\tis\tmore\tabout\tthe\tsituation\tthat\tone\tis\tcalled\tto\taccept\tor\tbe\tpresent\tin.\tIt\tis\tabout\tthe\tway\tone\tuses\ther/his/their\town\tuniqueness.\tThe\tcall\tarrives\tfor\ta\tspecific\tbeing,\tand\tnobody\telse\tcould\tbe\tsent\tinstead.\tAs\tnoted\tin\tthe\tfirst\tchapter,\tI\texperienced\ta\tmoment\tof\tbeing\tirreplaceable\twith\tMemeh\tin\tthe\thospital.\tThe\timage\tat\tthe\tbeginning\tof\tthis\tchapter\tmarks\tfor\tme\ta\tradical\thospitality\tto\tthe\tcore.\tThe\ttwo\thands\tare\tmy\tgrandmother,\tMemeh,\tand\tme;\tthis\tpicture\twas\ttaken\twhen\tI\tfirst\tvisited\ther\tin\tthe\thospital\tduring\ther\tlast\tfew\tweeks\talive.\tThis\tmoment\tof\tmy\tMemeh\tand\tme\tencapsulates\tthis\tentire\tconcept\tfor\tme.\tAs\tBiesta\t(2015b)\texplains,\twhen\ta\tfriend\tis\tdying\tand\the\tasks\tif\the\tcould\tsee\tyou,\the\tdoes\tnot\tmean\tsomeone\tbut\tyou,\twhich\tis\twhen\tit\tmatters\tthat\tI\tam\tI.\tWe\trealize\tthe\tmoment\tof\tuniqueness\tin\tthe\tmoment\twe\tenter\tinto\tinteraction\tand\tdialogue.\tFor\tme,\tit\twas\tMemeh\u00E2\u0080\u0099s\tlast\tthree\tdays\talive\twhen\tI\tunderstood\tfully\twhat\tBiesta\t(2015b)\trefers\tto\tin\tterms\tof\tirreplaceable.\tIt\twas\twhen\tI\twas\tcalled\tto\tbe\tthe\tone\twho\taccompanied\tvisitors\tto\tvisit\twith\ther\tbefore\tthey\tsaid\ttheir\tlast\tgoodbye.\tIt\twas\twhen\tI\twas\tasked\tto\tlead\ther\tfuneral:\tan\tirreplaceable\tfeeling.\t\tDear\tMemeh,\t\tthroughout\tmy\tlife\twith\tyou,\tas\tmy\tgrandmother,\tmentor,\tand\tchief,\tyou\tprepared\tme\tfor\tthis\tending,\tof\tbeing\twith\tyou\tin\tpeace,\twithout\tfear.\t\tFor\tme,\thosting\tyou\tradically\tup\tto\tyour\tlast\tbreath\t\t 158\t\thas\tbeen\ta\tgift\tI\twill\tnever\tforget.\t\tThis\texperience\tadded\ta\tnew\tlayer\tin\tmy\tunderstanding\tof\tyour\twisdom.\t\tYour\tcall\tin\traising\tus\twithin\ta\tsphere\tof\tradical\thospitality\tallowed\tme\tto\tbe\tprepared,\talthough\tthe\tlesson\tI\thad\tto\tfeel\tand\texperience\tin\trelation\tto\tradical\thospitality\t\tarrived\tonly\twhen\tyou\tleft.\t\tYou\tleft\tjust\tbefore\tmy\tgraduation,\tas\tif\tto\tgive\tour\tentire\ttribe\ta\tlast\tneeded\tlesson.\t\tAs\tyou\traised\tus,\twe\tlove\tand\tinvite\tothers\tfor\tthe\tfeast\tof\tlife\twhen\tpossible.\tHost\tthem\tradically\tuntil\tthey\tare\tready\tto\tleave.\tKeep\tthem\twelcome\tand\tknow\tto\tlet\tgo\twhen\tneeded.\tLook\tinto\tthe\teyes,\tinto\tour\tsouls,\tbeyond\tthe\tphysical\tworld.\tStay\tcurious\tand\topen\tin\trelation.\tWe\tare\tall\tconnected.\t\tWriting\tthis\tpersonal\tnote\tat\tthe\tbeginning\tof\tJanuary\t2019\tbrought\tto\tmy\tattention\tthe\twider,\tthough\tpractical,\tunderstanding\tof\tdialogue\tand\tradical\thospitality\tin\tdemocratic\teducation.\tThe\tpower\tdynamic\tin\tdemocratic\teducation\tis\tsimilar\tto\thow\tMemeh\tchose\tto\tlive\ther\tlife\tand\taligned\twith\tDerrida\u00E2\u0080\u0099s\t(2000)\texplanation\tof\tradical\thospitality:\t\t\u00E2\u0080\u009CEnter\tquickly,\u00E2\u0080\u009D\tquickly,\tin\tother\twords,\twithout\tdelay\tand\twithout\twaiting.\tDesire\tis\twaiting\tfor\twhat\tdoes\tnot\twait.\tThe\tguest\tmust\tmake\thaste.\tDesire\tmeasures\ttime\tsince\tits\tabolition\tin\tthe\tstranger\u00E2\u0080\u0099s\tentering\tmovement:\tthe\tstranger,\there\tthe\tawaited\tguest,\tis\tnot\tonly\tsomeone\tto\twhom\tyou\tsay\t\u00E2\u0080\u009Ccome,\u00E2\u0080\u009D\tbut\t\u00E2\u0080\u009Center,\u00E2\u0080\u009D\tenter\twithout\twaiting,\tmake\ta\tpause\tin\tour\thome\twithout\twaiting,\thurry\tup\tand\tcome\tin,\t\u00E2\u0080\u009Ccome\tinside,\u00E2\u0080\u009D\t\u00E2\u0080\u009Ccome\twithin\tme,\u00E2\u0080\u009D\tnot\tonly\ttoward\tme,\tbut\twithin\tme:\toccupy\tme,\ttake\tplace\tin\tme,\twhich\tmeans,\tby\tthe\tsame\ttoken,\talso\ttake\tmy\tplace,\tdon\u00E2\u0080\u0099t\tcontent\tyourself\twith\tcoming\tto\tmeet\tme\tor\t\u00E2\u0080\u009Cinto\tmy\thome.\u00E2\u0080\u009D\t(p.\t123)\t\tDerrida\t(2000)\tinvites\tthe\tstranger\tto\tinterrupt,\tto\tawaken\tthe\tdesire\twithin\tto\tremain\talive,\tto\tengage\tand\tencounter\tin\tthe\tworld\twith\tthe\tworld\twithout\thesitation.\tBy\tdoing\tso\tone\taccepts\tthe\tgift\tof\tbeing\tin\tthe\tmoment\twith\twhatever\tcomes.\tTherefore,\tbeing\tengaged\tin\tthe\tworld\tallows\tthe\tother\tto\texist\tin\tthe\twhatever\tculture\tin\tthe\tmost\tinclusive\tfashion.\t\t 159\tThis\tcan\tbe\ttranslated\tto\ta\tlived\texperience\tthrough\tthe\tfollowing\tnote,\twhich\tI\ttook\tduring\tmy\tvisit\tin\tIsrael,\tMay\t2018:\tWhile\tdriving\tin\tthe\tregion\tI\tgrew\tup\tin,\tthat\tis,\tthe\tGalilee\t(in\tthe\tnorth\tof\tIsrael),\tI\texperienced\tfirst\thand\tDerrida\u00E2\u0080\u0099s\t(2000)\tnotion\tof\tinviting\tthe\tstranger\tto\tinterrupt.\t\tOn\ta\tsunny\thot\tdry\tday,\ton\tmy\tway\tto\tvisit\tmy\tgrandmother,\tMemeh,\tI\tstopped\ton\tthe\tside\tof\tthe\troad\tto\tmake\ta\tphone\tcall,\tand\tI\tnoticed\ta\twoman\tat\tthe\tbus\tstop,\tnext\tto\tmy\tcar.\tShe\twas\twearing\ta\tdress\tthat\tcovered\ther\twhole\tbody\tand\ta\thijab.\tShe\twas\tholding\ta\tnewborn\tbaby\tin\ta\twarm\tnew\twhite\tblanket.\tI\topened\tthe\tfront\tright\twindow\tand\tasked\ther\twhere\tdoes\tshe\tneed\tto\tgo.\t\tShe\treplied,\t\u00E2\u0080\u009CTo\tthe\tshook\t(market)\tin\tAcre.\u00E2\u0080\u009D\t\u00E2\u0080\u009CTa-ali\u00E2\u0080\u009D\t(come,\tin\tArabic)\tI\tanswered,\tand\topened\tthe\tcar\tdoor\tfor\ther.\tOur\tshared\ttime\tin\tthe\tcar,\tdriving\ther\tto\tthe\tshook\tfelt\tdifferent.\tWe\tboth\tknew\tlittle\tof\tone\tanother\u00E2\u0080\u0099s\tmother\ttongues\tand\tcould\thardly\tcommunicate.\t\tThe\ttension\tin\tthe\tcar\tcarried\tan\tadditional\tflavour\tbesides\tthat\tof\t\u00E2\u0080\u0098stranger.\u00E2\u0080\u0099\t\tI\tallowed\tthe\tstranger\tto\tinterrupt,\tto\tawaken\tthe\tdesire\twithin\tto\tremain\talive.\tWith\tbroken\tlanguages,\twe\tmanaged\tto\tunderstand\tthat\twe\twere\tborn\tat\ta\tsimilar\ttime.\tWe\twere\tboth\tnot\tfully\tunderstood.\tRadical\tHospitality\tThen\tand\tNow\tThe\tway\tI\tconceived\tof\tthe\tnotion\tof\thospitality\u00E2\u0080\u0094and\tespecially\tradical\thospitality\u00E2\u0080\u0094has\tevolved\tthroughout\tthis\tstudy.\tPaying\tattention\tto\tmy\tpersonal\tdevelopment,\tI\tfind\tit\tstriking\tto\tobserve\tthe\tpersonal\tand\tthe\tcollective\tinquiry\tthat\ttook\tplace.\tWhen\tI\tfirst\tarrived\tat\tWindsor\tHouse\tI\theld\tthe\tnotion\tof\thospitality\tin\tits\tliteral\tsense,\thospitality\tas\ta\tway\tto\tbe\twelcoming.\tIt\twas\tonly\tlater\tthat\tI\tcame\tto\tunderstand\tthat\tit\tcould\tpresent\titself\tin\ta\tless\tconspicuous\tfashion.\tAs\tI\twrote\tin\tNovember\t2017:\tIf\tI\thave\tlearned\tanything\tfrom\tmy\texperiences\twithin\tthe\tDemocratic\teducation\tMovement,\tit\tis\tto\tbe\ta\tradical\thost\tfrom\twithin.\tRadical\thospitality\tcan\tbe\tperceived\tin\tits\tliteral\tsense\tas\ta\tlong\ttable,\tcovered\twith\tfood,\twaiting\twith\tan\topen\tdoor,\tfor\tjust\tyou\tand\tme.\tHowever,\tin\tthe\tlesson\tI\thave\tbeen\texperiencing\twith\tthe\tdemocratic\tschool,\tradical\thospitality\tholds\ta\tlarger\thidden\tspace\tthan\tthe\tobvious,\tknown,\tand\t\t 160\tvisible\tone.\tExperiencing\tradical\thospitality\tmeans\tto\tfeel\twelcome\tby\tall\tmeans\u00E2\u0080\u0094welcome\tto\tbe\twhoever\tand\twhatever\tyou\tfeel\tlike\tor\tneed\tto\tbe\twithout\tthe\tfear\tof\tconditions\tor\tpunishments.\tIt\tis\tbeing\tloved,\trespected,\tand\twanted\tat\tany\tmoment\u00E2\u0080\u0094you\tare\twho\tyou\tare.\u00E2\u0080\u00A6\tThis\tmeans\tan\tindividual\tcan\tfind\ta\tsafe\tspace\tto\tdeal\twith\tnot\tbeing\tperfect;\tto\tbe\tloved\twhen\tattacked\tby\tothers;\tto\tbe\trespected\twhile\tyour\t\u00E2\u0080\u00A6\tfeelings\tand\tbehaviours\tbecome\tknown\tin\tpublic;\tto\tbe\theard\tdeeply\twhen\tyou\tdisrespect\tothers\tfor\tunseen\treasons;\tto\tbe\tcelebrated\tfor\tthe\tgifts\tyou\thave\tto\tshare,\tand\tsometimes\twould\tlove\tnot\tto\tshare;\tto\tknow\tit\tis\tokay\tto\twithdraw\tfrom\tthe\tworld\tfor\ta\ttime\tand\tthen\tcome\tback;\tto\tbe\tloved\tfor\twho\tyou\tare\twithout\tfears\tand\tconditions.\t\tThis\tis\tmy\town\tvoice.\tI\twrote\tit\trecently,\tlong\tafter\tour\tgatherings,\twhile\treflecting\ton\tand\twriting\tabout\thow\tI\tuse\tto\tperceive\thospitality\tand\twhat\tI\thave\tbeen\tencountering\tregarding\tthe\tnotion\tof\thospitality\tat\tWindsor\tHouse.\tI\thave\tcome\tto\tunderstand\tthat\thospitality,\tand\tto\tbe\tmore\taccurate,\tradical\thospitality,\tis\tthe\tcomprehensive\ttheme\tof\tthis\tthesis\tand\tthis\tschool.\tAlthough\tit\tmay\tbe\tperceived\tdifferently\tat\tdifferent\tpoints\tin\tthe\tthesis,\tthe\tnotion\tof\tradical\thospitality\thas\tbeen\tthere\tall\tthe\ttime,\twaiting\tto\tbe\tseen\tand\tnamed.\tRadical\thospitality\tis\tnot\tnamed\tat\tWindsor\tHouse,\tjust\tas\tDerrida\t(2000)\ttalks\tabout\twelcoming\tthe\tstranger\twithout\tasking\thim\tfor\this\tname,\tas\tif\tnaming\tit\twould\tharm\tits\texistence.\tIn\tretrospect,\tI\trealize\tthat\tall\tof\tthis\tthesis\tcan\tbe\tclaimed\tto\tbe\tradical\thospitality,\tas\tthat\tis\tthe\tdemocratic\tway.\tOne\tview\tof\tdemocracy\tis\tthe\tpractice\tof\tacceptance,\twhich\tis\tencountering\tplurality\twithin\tthe\tdemocratic\tstructured\tboundaries\t(Arendt,\t1958).\tThus,\tradical\thospitality\tneeds\tthe\tassistance\tof\ta\tdemocratic\tsetting.\t\tOne\timportant\tquestion\tto\task\tin\trelation\tto\ta\tdemocratic\tway\tis,\twho\tactually\tbenefits\tfrom\tthe\treduction\tof\tthe\tcomplexity\tof\tthe\tdemocratic\tway\tinto\ta\ttopic\tin\tthe\tsocial\tstudies\tclassroom,\tas\tis\tseen\tin\tthe\tmajority\tof\teducation?\tBy\tasking\tthis\tquestion\tI\tmean\tto\thighlight\tthat\tmoving\taway\tfrom\thands-on\texperience\tof\tdirect\tdemocracy\tto\tstudying\tthe\tsubject\tthrough\treading,\twriting,\tand\tdiscussions\tlends\titself\tto\ta\tsurface\texploration\tof\tthe\tsubject,\tdepriving\tstudents\tof\tthe\topportunity\tto\tdevelop\ta\tdeep\tunderstanding\tof\twhat\tdemocracy\tcould\tbe.\tThus,\tmoving\tdemocratic\tconcepts\taway\tfrom\tits\tstate\tof\tbecoming\tinto\ta\tsubject\tin\tschool\twith\ta\tclear\tbeginning\tand\tending\tmay\tmiss\t\t 161\tthe\theart\tand\tsubstance\tof\tthe\tmatter.\tThis\tis\tespecially\timportant\tin\tthe\tcontext\tof\texploring\tthe\tnotion\tof\tradical\thospitality\tbecause\tdemocratic\tenvironments,\twhich\tare\tconstantly\tshifting\tand\tremaking\tthemselves,\tare\tneeded\tto\tsupport\tradical\thospitality.\tThus,\twhile\tcoming\tto\tcreate\tchanges\tin\tthe\tcontext\tof\tdemocratic\tpractices,\tit\tis\ttempting\tfor\tcurriculum\texperts\tto\tfocus\ton\tcurriculum\tadaptation.\tFrom\tmy\tperspective,\tit\tis\tmore\timportant\tto\tquestion\twho\tis\tactually\tbenefitting\tfrom\tthis\treduction\tof\tlived\tdemocracy\twithin\tthe\tcurriculum.\tBy\tusing\tthe\tphrase\treduction\tof\tlived\tdemocracy,\tI\tmean\tthat\tat\tWindsor\tHouse\tthe\tdemocratic\tway\tis\ta\tlived\texperience,\twhile\tin\tmany\tother\teducational\tsettings\tit\tis\tmerely\ta\tsubject\tof\tstudy,\twhich\treduces\tthe\tdeep\texperiential\tlearning\tto\tan\tabstract\tconcept.\tAt\tWindsor\tHouse,\tdemocracy\tand\tdialogue\tare\tnot\tmerely\tlearned,\tthese\tsubjects\tare\tlived.\t\tThe\tcurriculum,\twhich\tis\tdesigned\tand\tdelivered\tby\tgovernment\temployees\taccording\tto\tthe\tdesired\tsocial\torder,\tis\tinfluenced\tby\tthe\tbeliefs\tand\tvalues\tof\tfew.\tHowever,\tin\tthe\tsystems\tof\tmainstream\teducation,\tas\twell\tas\tin\talternative\teducation,\tsuch\tas\tdemocratic\teducation,\tthere\tare\tindividuals\tand\tteams\twithin\tschools\twho\tmay\tchoose\tdifferently.\tTheir\tchoice\tto\tallow\tthe\tdemocratic\tway\tas\ta\tlived\texperience,\tnot\tas\tan\tindependent\ttopic\tin\tsocial\tstudies,\tallows\tthe\tdemocratic\tway\tto\tbecome\ta\tlived\tcurriculum\tand\tenables\tthe\twhatever\tculture\tto\tflourish\tin\ta\tbroader\tsense.\tThis\trefers\tback\tto\tthe\twhatever\tculture\tthat\tI\tmentioned\tearlier\tin\tthis\tthesis\tin\tthe\tcontext\tof\tWindsor\tHouse,\tin\twhich\tpeople\tare\table\tto\tbe\tin\tthe\tworld\twithout\tbeing\tworried\tor\tbothered\tby\tothers\u00E2\u0080\u0099\tideas,\tfears,\tvalues,\tand\tjudgments.\tIn\tdemocratic\teducation,\tthe\twhatever\tculture\tinvites\tindividuals\tto\tshare\ttheir\tvoices,\tideas,\tand\tchoices\tas\twelcomed\tguests\tin\ta\tradical\thospitality\tenvironment\twhile\tencountering\tothers.\tAlthough\tthis\tconcept,\tthe\twhatever\tculture,\tmay\tfeel\tlike\ta\treference\tto\ta\tdismissive\torientation\tor\ta\tlaissez\tfaire\tview\t(i.e.\tnothing\treally\tmatters\there),\tI\twish\tto\temphasize\tthat\tit\tis\tabout\ta\tculture\tthat\tis\twelcome\tto\twhatever\tand\twhomever\tshows\tup.\tThus,\tradical\thospitality\tsimultaneously\tembraces\tdemocratic\tprinciples,\tengagement,\tand\tpractices\twhile\tcommitting\tto\tdialogue,\tcomplicated\tconversations,\tand\tcreative\tencounters.\tRadical\thospitality\tis\tabout\tembracing\tdifference,\tand\tperhaps\tconflict,\tand\t\t 162\tanticipating\tthat\tthere\twill\tbe\ttension.\tThe\tintent\tis\tto\tcreate\ta\tsafe\tspace\tfor\teveryone\tto\tbring\tand\tbe\twhatever\tis\treal\tin\tany\tgiven\tmoment.\t\tIn\torder\tto\tembrace\tall\tof\tthe\taspects\tI\tmentioned\tabove\twithin\tthe\tnotion\tof\tradical\thospitality,\tit\tis\timportant\tto\tbegin\tagain\tand\tclarify\tthose\tunseen\tlinks\tthat\tbring\tthem\tall\tunder\tthe\tradical\thospitality\tumbrella\twith\tthe\thope\tthat\tby\tthe\tend\tof\tthis\tchapter\tit\twill\tall\trest\twithin\tradical\thospitality\tas\tan\toverall\tcomprehensive\ttheme\tthat\tall\tother\tthemes\tlead\tinto.\tI\tam\taware\tthat\tthis\tis\tan\tambitious\tchapter\tabout\thuge\tthemes\u00E2\u0080\u0094dialogue,\tdemocratic\teducation,\tand\tartistic\tsocial\tengaged\tcollaboration\u00E2\u0080\u0094that\tinclude\tmany\tsubthemes.\tHowever,\tthis\toverarching\tunderstanding\tof\tradical\thospitality\tis\tnecessary\tin\testablishing\tthe\tconnection\tback\tto\tdemocracy.\tAt\tthis\ttime\tin\tthe\tworld,\twhile\tradical\thospitality\tcalls\tinto\tquestion\tmassive\tcurrents\tagainst\tthe\tother/the\tforeign/the\trefugee,\tI\ttend\tto\tpay\tattention\tto\tlocal\tstories,\tlike\tthat\tof\tWindsor\tHouse,\tstories\tthat\tput\tbig\tdemocratic\tideas\tand\tintentions\tinto\tthe\tpractice\tof\tlived\texperience\tof\tdaily\tlife\tthat\tcreate\tan\talternative\treality\tfull\tof\thope.\tRadical\thospitality,\tlike\thope,\tis\tsomething\tin\tthe\tmaking\u00E2\u0080\u0094it\tis\tneither\tstatic\tnor\tachieved.\tAs\tAdams\tand\tOwens\t(2016)\tmention\tin\tthe\tbeginning\tof\ttheir\tbook:\tChange\tis\tdetermined\tby\tagency\ton\tthe\tground;\talthough\tit\tseems\tas\tif\twe\tare\tin\tan\tocean\tpulled\tby\tcurrents\tof\tsuch\tdepth\tand\tstrength\tthat\tit\texceeds\tour\timagination,\tit\tis\talso\ttrue\tthat\tthese\tchanges\tare\tcomposed\tof\ta\tmyriad\tof\tmicro\tevents,\tand\tthe\tways\twe\tcreate\tthings,\tthe\tways\tthat\twe\tcollaborate,\tin\tturn\tconstitute\tthe\tlarger\tmovement:\twe\tmay\tnot\tbe\table\tto\tresist\tthe\tcurrent,\tbut\twe\tcan\tswim\tin\timaginative\tways,\twe\tcan\tkeep\teach\tother\tafloat,\tand\tin\tdoing\tso\twe\tcontribute\tto\tthe\tgreater\tsocial\tproject\tand\tbecome\tan\tintegral\tpart\tof\tthe\tlong\trevolution.\t(p.\t2)\tThinking\tthrough\tthis\tongoing,\tlong,\trevolutionary\tlens\tthat\tAdams\tand\tOwens\t(2016)\trefer\tto,\tthe\tsmall\tsteps\ttoward\tmore\tdemocracy\tin\teducation\tmay\treceive\tnew\tmeanings.\tTo\tclarify\tthose\tunseen\tlinks\tbetween\tthe\tthemes,\tI\tmust\tstart\twith\tthe\ttitle\tof\tthe\tthird\tchapter\tof\tthis\tthesis,\t\u00E2\u0080\u009CI\tAm\tHere\tWith\tYou.\u00E2\u0080\u009D\tThis\ttitle\tis\tthe\tbeginning\tof\tbeing\twith,\tliving\ttogetherness,\tand\tpractising\tdeep\tlistening\u00E2\u0080\u0094all\tof\twhich\tare\tmentioned\tearlier\tin\tthis\tthesis\tas\tremarkable\tsteps\ttowards\tcomplicated\tconversations\tthat\tmay\tturn\tlead\tto\t\t 163\tdialogue.\tThroughout\tChapter\t3,\tI\tpresented\tseveral\tthemes,\tsuch\tas\tthe\t\u00E2\u0080\u009CIndividual,\tCollective,\tand\tDemocracy\u00E2\u0080\u009D;\t\u00E2\u0080\u009CBeing\tWith,\tListening,\tand\tAssisting\u00E2\u0080\u009D;\t\u00E2\u0080\u009CFrom\tComplicated\tConversations\tto\tDialogue\u00E2\u0080\u009D;\t\u00E2\u0080\u009CInterruption\tWings\tLook\tfor\tAdaptation\tBranches\u00E2\u0080\u009D;\t\u00E2\u0080\u009CConsent\tCulture\tand\tDialogical\tSkill\tSet\u00E2\u0080\u009D;\tand\t\u00E2\u0080\u009CReminding\tUs\tto\tBe\tOur\tOwn\tGuest\tWithin\tHospitality.\u00E2\u0080\u009D\tThose\tthemes\tare\tbetter\tseen\tand\tperceived\tnot\tas\tseparated\tentities\tbut\tmore\tas\tinterconnected\tpathways\tin\tthe\tsame\tcommunity.\tIn\teach\tof\tthem,\tthe\tnotion\tof\tdemocracy\twith\tchoices,\tconflicts,\tadaptations,\tinterruptions,\tand\tencounters\tarise.\tIn\tthis\tcontext,\tthe\tawareness\tof\tthe\troles\tand\tneeds\tof\tthe\tindividual\tand\tthe\tcollective\twithin\tthe\tschool\tcommunity\tcreates\tthe\tenvironment\tthat\tmay\tenable\tdialogue.\tFor\tall\tthis\tto\thappen,\tthe\tartistic\tsocially\tengaged\tcollaboration\tmust\tcome\tto\tassist,\tinterrupt,\tand\task\tfor\tan\tongoing\tadaptation\tand\timprovisation\tin\torder\tto\texplore\tpossibilities,\tmeet\tlimits\tand\tlimitations,\tand\testablish\tforms\tthat\tenable\tdialogue.\tWhile\twe\texist\ttogether,\tthe\twhatever\tculture\tand\tradical\thospitality\toffer\tpossibilities\tfor\tdialogue\tto\thappen.\t\tRadical\tHospitality\tin\tthe\tEyes\tof\tDemocracy\t\tAs\tDerrida\t(2000)\tsuggests\tand\tdemocracy\toffers\t(as\tdiscussed\tin\tthis\tthesis),\tthere\tis\ta\tparallel\tbetween\thospitality\tand\tthe\topenness\tfor\tinterruptions,\tthat\tis,\tthe\tinterruption\tof\tthe\tself.\tThe\tinterruption\tcalls\tus\tin\tby\tinviting\tus\tto\tengage,\tto\tbe\tin\tthe\tmoment\tand\tin\tthe\tworld,\taway\tfrom\tthe\twithdrawal\tthat\tBiesta\t(2015b)\trefers\tto.\tAs\tone\tof\tthe\tparticipants\tin\tthe\tstudy,\tAndre,\tmentioned\tearlier\t(see\tChapter\t3),\ta\tdemocratic\tschool\tis\t\u00E2\u0080\u009Ca\tcommunity\tof\tpeople\twho\tbump\tup\tagainst\teach\tother\tand\tfigure\tit\tout.\u00E2\u0080\u009D\tBumping\tagainst\teach\tother\tis\tan\tessential\tprinciple\tof\tdemocracy,\tgoverned\tby\trules\tby\tthe\tpeople\tfor\tthe\tpeople.\tThe\tprotection\tand\tpromotion\tof\tpeople\u00E2\u0080\u0099s\trights\tand\tneeds\tin\tdemocratic\tculture\trequire\tcommunity\tmembers\tto\tparticipate\tand\thave\ta\tvoice.\tThose\tinterruptions\tarrive\tas\tan\tawakening\tof\tthe\tself\tfor\tthe\tguest,\tthat\tis,\tthe\tother,\twho\twishes\tto\tbe\twelcomed,\tas\tDerrida\t(2000)\tsuggests;\tas\tan\topportunity\tto\tbegin\tagain,\tas\tArendt\t(1958)\toffers\twith\ther\tnotion\tof\tthe\tencounter;\tas\tthe\tengagement\tin\tthe\tworld,\tas\tBiesta\t(2015b)\toffers\twith\this\tnotion\tof\tstaying\twithin\tthe\ttension\tbetween\tdestroying\tthe\tworld\tor\twithdrawing\tfrom\tthe\tworld;\tas\tthe\tI\u00E2\u0080\u0093Thou,\tas\tBuber\t(1996)\toffers\twith\this\tnotion\tof\tbeing\tengaged\tin\tthe\tmoment\twithout\tjudgment\tand\tinterest\tto\tgain\tor\treceive\tsomething\t\t 164\tin\treturn;\tand\tas\tbeing\taware\tof\totherness,\tthat\tis,\twho\tis\tnot\tlosing\tone\u00E2\u0080\u0099s\tchair;\tas\tAhmed\t(2012)\toffers\twith\ther\tnotion\tof\tbeing\tstopped.\t\tThe\tunderstandings\tthat\tsurface\twith\tall\tthese\tnotions,\tin\tthe\tcontext\tof\tinterruptions\tand\tradical\thospitality,\tconnect\tdifferent\tthemes\tthat\temerged\tthroughout\tthis\tthesis,\tas\tthe\tneed\tfor\tongoing\tadaptations\tand\timprovisations\twhile\tindividual\tand\tcollective\tchoices\tare\tvalued.\tThat\tis\twhere\tart\tjoins\tin\twith\tits\timaginative\tsources\tthat\tcreate\topportunities\tto\tbe\tsurprised,\toffering\tadaptations\tfollowed\tby\tmistakes.\tThus,\tit\tis\timportant\tto\tpay\tattention\tto\tthe\tneed\tfor\tthe\tarts\tto\tassist\tin\tdemocratic\teducation,\tin\tsupporting\ta\tdemocratic\tway,\twhile\tbeing\tan\talternative\tfor\ta\tmainstream\teducation\tsystem\tthat\toften\tsolely\tassesses\tstudent\tknowledge\tthrough\tstandardized\ttests.\tAs\tPinar\t(2011)\telaborates:\tCramming\tfor\ttests,\tespecially\tthe\tstandardized\tkind\tsplit\toff\tfrom\tdaily\tclassroom\tconversation,\tdeforms\tschools,\tas\tit\tends\tcomplicated\tconversation\tand\topen-ended\tstudy,\treplacing\tdemocracy\twith\tautocracy.\tRather\tthan\tparamilitary\tschools,\tdemocracy\trequires\taesthetic\teducation.\tUnderstanding\tart\t(whether\tas\tperformance\tor\tobject)\tas\tevent\tand\tas\tsimultaneously\tcontinuous\tand\tdisjunctive\twith\teveryday\texperience,\tMaxine\tGreene\tenvisions\taesthetic\teducation\tas\tengendering\tsubjective\tand\tsocial\treconstruction.\t(p.\t95)\tArt\tas\tan\tInterruption\u00E2\u0080\u0094Laying\tthe\tGroundwork\tfor\tDialogue\tBeing\tengaged,\tin\tartistic\tterms,\tmeans\tto\texperience,\tto\tdo,\tto\tbe\twhere\tthe\trational\ttakes\ta\trest\twhile\tthe\timaginative\tinvites\tthe\tdialectic\texploration\tof\twhat\tis\tand\tcalls\tus\tto\tengage,\tadapt,\tand\timprovise\twith\tthe\tworld.\tAs\tBiesta\t(2018)\tsuggests:\tAnd\twhat\tI\ttend\tto\tsee\tthere\tis\tthat\tart\tis\tprecisely\tthis\tongoing,\tliterally\tnever-ending\texploration\tof\tthe\tencounter\twith\twhat\tand\twho\tis\tother,\tthe\tongoing\tand\tnever-ending\texploration\tof\twhat\tit\tmight\tmean\tto\texist\tin\tand\twith\tthe\tworld.\t(p.\t17)\tBiesta\t(2018)\tclaims\tthat\tart\toffers\tan\tongoing\tand\tnever-ending\texploration,\tthat\tis,\tan\tinvitation\tto\tencounter\tresistance\tin\tthe\tmaking.\tThe\tart\tmaking\tcreates\tinterruptions,\t\t 165\twhile\tone\tencounters\tmaterials,\tideas,\tand\tothers,\twhich\tare\tmore\timportant\tthan\tthe\tfinal\tproduct\tof\tthe\tart\tmaking.\tBiesta\t(2018)\tcontinues:\t\tEncountering\tthe\treality\tof\tpaint,\tstone,\twood,\tmetal,\tsound,\tbodies,\tincluding\tone\u00E2\u0080\u0099s\town\tbody,\tencountering\tresistance,\tin\torder\tto\texplore\tpossibilities,\tmeet\tlimits\tand\tlimitations,\tand\tout\tof\tthis\tcreate\tforms,\testablish\tforms\tand\tfind\tforms\tthat\tmake\texisting-in-dialogue\tpossible,\tthat\tis\twhat\tI\tsee\tin\tthe\t\u00E2\u0080\u0098doing\u00E2\u0080\u0099\tof\tart.\t(p.\t17)\tBringing\tBiesta\u00E2\u0080\u0099s\t(2018)\tsuggestions\tback\tto\tthe\tcontext\tof\tWindsor\tHouse,\tin\tterms\tof\tcreating,\testablishing,\tand\tfinding\tforms\tto\texist\tin\tdialogue,\tstudents\tand\tstaff\thave\tdaily\topportunities\tto\tencounter\tand\tbe\tinterrupted\tby\tand\twith\tvisual\tarts,\tperforming\tarts,\tand\tliterature.\tOffering\tthose\tartistic\tforms,\tthe\tWindsor\tHouse\tSchool\tand\tcommunity\tmakes\tdialogue\tpossible.\tWhile\tartistic\tencounters\tare\tavailable\tfor\teveryone\ton\ta\tdaily\tbasis,\tin\trelation\tto\tthe\twhatever\tculture,\tthat\tis\talso\twhere\tradical\thospitality\tcould\texist.\tCommunity\tmembers\u00E2\u0080\u0099\tlived\texperiences\thelp\tin\tforming\tas\twell\tas\tbeing\tformed\tby\tradical\thospitality.\tThe\tarts,\tby\ttheir\tvery\tnature,\tlay\tthe\tgroundwork\tfor\tdialogue\tby\tinviting\tand\tembracing\tinterruptions,\tin\taddition\tto\tmany\tother\taspects\tthe\tarts\tmay\toffer.\t\tIn\tthe\tprocess\tof\tcreating\ta\tplatform\tfor\tdialogue\tto\texist,\tit\tis\timportant\tto\tbe\taware\tof\tthe\tindividual\tand\tcollective\tthoughts\tin\tthe\tcontext\tof\tdialogue.\tPersonal\treflection\tabout\tradical\tinterruption\tand\tradical\thospitality\tare\talso\tcritical.\tIn\tmy\tpersonal\ta/r/tographic\tinquiry,\tI\trealized\tthat\tI\tarrived\tto\tthis\tstudy\tthinking\tthat\tI\twas\tgoing\tto\tshare\twith\tWindsor\tHouse\tstaff\twhat\thospitality\tis\tall\tabout.\tI\tdeconstructed\tthis\tassumption\tearly\tin\tthe\tprocess\tof\tthe\tstudy\twithout\tknowing\twhere\tit\twould\ttake\tmy\tunderstanding.\tI\trealized\thow\timportant\tit\twas\tto\tlet\tgo\tand\tstay\topen\tfor\tnew\tunderstanding\tto\tform.\tThis\tmotivation\twas\tput\tinto\tquestion,\twhich\tmade\tthe\tstudy\tmore\tinteresting\tand\topen\tended.\tI\tkept\tmy\tprocess\tknown\twith\tall\tparticipants\tin\tthe\tstudy,\tand\tI\twas\taware\tit\tmight\tshape\tour\tinteractions.\tThus,\tit\twas\tonly\tlater\tthat\tmy\tlesson\tarrived,\tafter\tI\thad\talready\tbeen\ta\tpart\tof\tthe\tWindsor\tHouse\tcommunity\tfor\ta\twhile.\tThe\tlived\texperience\twithin\tWindsor\tHouse\tcommunity\twelcomed\tme\tto\tbe\ta\tguest\tand\twitness\tradical\thospitality.\tAt\tWindsor\tHouse,\thospitality\tdoes\tnot\talways\tarrive\tin\tthe\tshape\tof\ta\tcake\tand\ta\tcup\tof\tmint\ttea,\tas\tit\thad\tbeen\tfor\tme\tin\tmy\tMemeh\u00E2\u0080\u0099s\thome.\tI\tfind\tWindsor\t\t 166\tHouse\u00E2\u0080\u0099s\tradical\thospitality\tis\tmore\tsimilar\tto\tmy\texperience\tof\ta\tfamily,\twith\tradical\thospitality\tbeing\tless\tvisible\tyet\tdeeply\tfelt.\tIt\tis\tan\tinvitation\tto\tbe\twhatever\tone\tdesires\tat\tany\tgiven\tmoment\twithout\tthe\tfear\tof\tbeing\tjudged.\tRadical\thospitality\tin\tthe\tWindsor\tHouse\tcommunity\tmeans\ta\tholding\tspace,\tfor\tit\tis\tas\tinclusive\tas\tpossible.\t\tIt\tis\tnot\tan\teasy\ttask\tto\tdistinguish\tbetween\thospitality\tand\tradical\thospitality.\tHowever,\tin\ttrying\tto\texplain\tmy\tunderstanding\tof\tthe\tdifferences\tbetween\tthose\ttwo\tterms,\tI\tsuggest\tthe\tfollowing.\tIf\thospitality\tdeals\twith\tbeing\twelcome\tand\twelcoming\tby\tbeing\tprepared,\tthen\tradical\thospitality\tdeals\twith\tacceptance\tand\tbeing\topen\tto\tinterruption\tand\tchallenges,\twhich\tmay\tcause\tadaptations\tat\tthe\tmoment.\t\tAlthough,\ton\tone\thand,\tradical\thospitality\tmay\tbe\tperceived\tonly\tas\ta\tpositive\tand\ta\twelcoming\tculture,\ton\tthe\tother\thand\tit\talso\tinvites\tthe\thost\tto\tbe\tstopped\tand\tbe\tinterrupted\tand\tchallenged.\tThese\tstops\tor\tinterruptions\thave\tdifferent\tappearances\tand\tat\ttimes\ttheir\tofferings\tare\thard\tto\tperceive.\tWhile\twriting\tthis\tthesis,\tI\tfound\tI\twas\tinterrupted\toften.\tThe\tinterruptions\tallowed\tand\tsometimes\tpushed\tme\tto\tshift\tmy\tthinking\tand\tmy\tlived\texperience.\tThose\tinterruptions\tcould\tbe\tperceived\tas\tundesirable\tpauses,\tor\toccasionally\tas\ta\tgift.\tBeing\tstopped\tmay\tinvite\tpeople,\twith\ttheir\tpermission,\tto\tre-think\tand\tmay\tassist\tindividuals\tto\topen\tclosed\tdoors\twithin\tthem.\tFor\tinstance,\tin\tJuly\t2016,\tI\twas\tstopped\u00E2\u0080\u0094and\tI\tdid\tnot\tpass.\tI\twas\tasked\tto\topen\tone\tof\tthese\tclosed\tdoors\tin\tmy\theart\tafter\tI\tfound\ta\tswastika\ton\tthe\tpost\tin\tthe\tunderground\tlot\tnext\tto\tmy\tassigned\tparking\tspot.\tThat\tnight\tI\twrote,\twith\tthe\tassistance\tof\tneighbours,\tto\tmy\twhole\tco-op\tcommunity\tin\ta\tletter\tthat\twas\tin\ta\tthird\tperson:\tThere\tis\ta\tJewish\tfamily\twho\twere\tshocked\tto\tbe\ttargeted\tby\tthis\thateful\tsymbol\tin\ttheir\thome.\tIt\twas\tthe\tfirst\ttime\tthey\thave\tever\tfelt\tout\tof\tplace\tin\tVancouver,\ta\tcommunity\tthat\thas\talways\tbeen\twelcoming.\tThe\tswastika\tis\ta\tsymbol\tof\tviolence,\thate,\tand\tcruelty\tthat\thas\tno\tplace\tin\tour\tcommunity.\tWhat\tis\tour\tresponsibility\tin\tthe\tface\tof\tthis\tattack?\tThe\tfamily\thas\topened\ta\tfile\twith\tthe\tpolice.\tHowever,\tinstead\tof\tstarting\tan\tinvestigation,\tthey\tare\tlooking\tfor\tways\tto\tstart\ta\tdialogue\tand\theal\tfrom\tthis\thate\tcrime.\tWe\tare\ta\tdiverse\tcommunity\tthat\twill\talways\tbe\tstronger\tas\ta\tresult\tof\tour\tdifferences.\tNow\tis\tour\topportunity\tto\tstep\tup\tand\tclearly\tstate\tthat\tas\ta\t\t 167\tcommunity\twe\twill\tnot\tstand\tfor\tthis\tkind\tof\thateful\tassault\ton\tone\tof\tour\town\tfamilies.\tWe\tplan\tto\thold\ta\tcommunity\tgathering\tto\ttalk\tabout\twhat\thas\thappened\tand\tshare\tour\tfeelings\tand\tsupport\teach\tother\tin\tmoving\tforward\tas\ta\tcommunity.\tWe\twill\tshare\tfood\tand\ttalk\ttogether.\tAt\tfirst,\tthis\tinterruption\tof\tencountering\ta\tswastika\ton\tthe\tpost\tdid\tnot\tfeel\tlike\ta\tgift.\tIt\tbrought\tto\tmy\tconsciousness\tfears\tthat\tmy\tindividual\tand\tcollective\tthoughts\tcarried\tfrom\tgenerations\tback.\tIt\tbrought\ttears\tthat\tdid\tnot\tfind\trest.\tHowever,\tit\talso\tenabled\tcomplicated\tconversations\tto\ttake\tplace\tin\tthe\tcommunity\tin\twhich\tI\tlive.\tThis\tradical\tinterruption\tasked\tus\tto\tencounter\teach\tother\tin\tnew\tways\tand\tencourage\tus\tto\tengage\tin\tthe\tworld\tas\tBiesta\t(2018)\tnames\tit.\tThis\thard\tmoment\tfor\tthe\tcommunity\tallowed\ta\trebirth\tof\tits\tprinciples\tand\tboundaries\tas\twell\tas\tinvited\tquestioning\tand\trecreating\ttogether\tand\tapart,\tour\tdemocratic\tway\tof\tbeing\twith\tone\tanother.\tSeveral\tneighbours\tcreated\tposters\tand\tpassed\tthem\taround\tfor\twhomever\twished\tto\tput\tthem\tup\ton\ttheir\thome\twindows.\tThese\tincluded\tstatements\tsuch\tas,\t\u00E2\u0080\u009CWe\tbelieve\tin\tinclusiveness,\tcommunity,\tequality.\u00E2\u0080\u009D\tOne\tday\tafter\tthe\tletter\twas\tsent,\tmany\twindows\taround\tthe\tco-op\twere\tfilled\twith\tthese\tposters.\tI\tfound\tit\tuplifting\tand\thopeful.\tAt\tthe\tsame\ttime,\tmany\tof\tus\texperienced\tdisappointment\tand\tdiscouragement\tdeep\tinside\tthat\tthis\thad\thappened\tin\tour\tco-op.\tIt\tis\timportant\tto\tbe\treminded\tthat\tthis\topportunity\tto\tconnect\tand\tengage\twith\tthe\tparticular\tenabled\tme\tto\trealize\tthe\tpower\tof\twhatever\tculture\tin\ta\tdemocratic\tsetting.\tThis\tparticular\tradical\tinterruption,\tthat\tis,\tthe\tswastika,\tinvited\tan\tunderstanding\tthat\teven\tin\tthe\twhatever\tculture,\twhen\twe\tthink\tit\tmay\tbe\tabout\tcomplete\tacceptance,\tthere\tis\tstill\ta\tneed\tfor\tprotection\tof\tdemocratic\tprinciples.\tSuch\tprotection\tmight\tprevent\tevents\tsuch\tas\tthe\tswastika\tbeing\tposted\tand\tbring\tto\tattention\tthe\tfact\tthat\tone\u00E2\u0080\u0099s\trights\tend\tat\tthe\tpoint\twhere\tthey\tharm\tsomeone\telse.\tThis\tunderstanding\tof\tthe\tcontext\tneeded\tfor\tthe\twhatever\tculture\tto\texist,\tallowed\tradical\thospitality\tto\tassist\tus.\tEmbracing\tradical\thospitality\twithin\tthe\twhatever\tculture\tbrings\twith\tit\tthe\tnotion\tof\tthe\tother\tinto\tour\tawareness.\tOnce\tthe\twhatever\tculture,\tin\twhich\tputs\tthe\tindividual\tfirst,\tembraces\tradical\thospitality,\tit\tmay\tenable\tall\tto\texperience\tsocial\tdemocracy.\tPinar\t(2011)\texplained:\t\tOn\toccasions\tplayful\tand\ton\tothers\tutterly\tserious,\tsuch\tcomplicated\tconversation\tenables\tstudents\tto\texperience\tsocial\tdemocracy,\tmocked\tby\tpoliticians\twho\tare\t\t 168\tpolarized\tby\tideology.\tSocial\tdemocracy\tis\tnot\tpersonal\tposturing\tor\tgroupthink\tbut,\trather,\tthe\tengagement\tof\tothers\tin\tdeciphering\tthe\tintersubjective\treality\tin\twhich\tall\tare\tembedded\tand\tparticipating,\teven\twhen\tthey\tare\twithdrawn.\t(p.\t14)\tThe\twhatever\tculture\tleads\tto\tartistic\tinterruptions\tas\topposed\tto\tharmful\tones.\t\tAlthough\tthe\twhatever\tculture\tmay\tbe\tperceived\tas\tone\tlacking\tin\tboundaries,\tit\tclearly\tfunctions\tin\ta\tdemocratic\tstructure.\tThis\texperience\tin\tthe\tco-op\tbrought\tmany\tneighbours\tto\texist\tin\tand\twith\tthe\tworld.\tThus,\tthe\tquestion\tthat\tremains\topen\tis,\twhat\tcould\tnurture\tthis\tongoing\texploration\tof\texistences\tin\tthe\tworld\twithout\texperiencing\tharmful\taspects\tsuch\tas\tthe\texample\tof\tthe\tswastika\u00E2\u0080\u0099s\tinterruption?\tRadical\tHospitality\tMeets\tDialogue\t\tTo\tunderstand\twhat\tdialogue\tmeans,\twe\tmust\trecognize\tthe\tdistinction\tbetween\tradical\thospitality\tand\tdialogue.\tRadical\thospitality,\tin\tits\tstrictest\tsense,\tmeans\tacceptance,\twhereas\tdialogue,\tas\tthis\tthesis\tpresents,\tmeans\tbeing\tthe\tguest\twithin\tradical\thospitality.\tI\tsuggest\tthat\tclaiming\tacceptance\twithout\tpractising\tit\tregularly,\tas\tdialogue\tpermits,\twould\tnot\tbe\texperienced\tas\tradical\tas\tit\tcould\tbe.\tExperiencing\tdialogue,\tas\tdiscussed\tin\tChapter\t1,\tmay\toffer\tan\topportunity\tto\texplore\twith\tand\tencounter\tothers\u00E2\u0080\u0099\tperspectives\tand\tideas,\twhile\tbeing\taware\tof\tthe\tself\twithin\tthe\tdialogue\tchallenge\t(Biesta,\t2006).\tI\treturn\tnow\tto\tBuber\u00E2\u0080\u0099s\t(1996)\twork\tin\twhich\the\tclaims\tthat\tin\tthe\tmode\tof\tI\u00E2\u0080\u0093It\tthere\tis\tan\tinternal\tand\tan\texternal\tcomponent\tin\twhich\tone\tgathers\tdata,\tanalyzes,\tclassifies,\tand\ttheorizes,\tthat\tbrings\tsubject\tand\tthe\tother\tas\tobject\u00E2\u0080\u0094this\tcalls\tinto\tquestion\tdialogue,\twith\tits\tlimited\tability\tto\texist.\tTherefore,\tthis\tstudy\toffers\tthe\tassistance\tneeded\twith\tradical\thospitality\tto\tsupport\tBuber\u00E2\u0080\u0099s\tconcern.\tBakhtin\u00E2\u0080\u0099s\t(1986)\twork\taligns\twith\tthis\tthesis\tas\this\tunderstanding\tof\tdialogue\trepresents\tthe\tin-between\trather\tthan\townership,\tpresenting\tdialogue\tas\ta\trelational\tact.\t\tI\tnow\tmove\tfrom\tthe\trelational\tto\tplurality.\tAs\tArendt\t(1958)\toffers,\tplurality\tis\ta\tcondition\tfor\taction\tto\thappen\tas\twell\tfor\tdemocracy,\twhich\tallows\tthe\texploration\tof\texistential\tfoundations.\tThus,\tI\tsuggest\tthat\tthe\tsearch\tfor\tpluralism\tis\tnecessary\tin\tour\tera\tin\twhich\twe\tmust\tface\tthe\t\u00E2\u0080\u0098other\u00E2\u0080\u0099\tin\tterms\tof\temigration,\timmigration,\tand\trefugee.\tAs\t\t 169\tEsteva,\tBabones,\tand\tBabcicky\t(2013)\tstate,\t\u00E2\u0080\u009CInstead\tof\tradically\tdenying\tthe\t\u00E2\u0080\u0098other\u00E2\u0080\u0099,\tas\thas\tbeen\tdone\tunder\tthe\tflags\tof\tcivilization,\tcolonialism,\tevangelization,\tindustrialization,\tmodernization,\tdemocratization,\tand\tdevelopment,\tthe\tworld\tmust\topen\tto\ta\tnew,\tradical\tpluralism\u00E2\u0080\u009D\t(p.\t149).\tNow,\tin\tretrospect,\tI\trealize\tthis\tstudy\talso\toffers\tthe\tunderstanding\tthat,\tin\torder\tfor\tdialogue\tto\texist,\tpeople\tmay\tneed\tto\tcomplete\tthe\tnecessary\tgroundwork\tthat\tcreates\tthe\tspace\tfor\tit\tto\texist.\tThis\tgroundwork\tincludes\tthe\tarts\tas\twell\tas\tthe\tawareness\tof\tindividual\tand\tcollective\tthoughts.\tThis\tstudy\talso\tshows\tthat\tdemocracy\tand\tradical\thospitality\tare\talways\tin\tthe\tmaking,\tnever\tfinished\tor\tcompleted.\tHere\tI\trefer\tto\tthe\tgroundwork\tfor\tpractising\tradical\thospitality,\tthat\tis,\tunconditional\tacceptance\tand\tlistening\tthat\trequires\tholding\tspace\tfor\tpeople\tto\tbe\twho\tthey\tare\tor\twish\tto\tbe\twithout\tjudgment.\tThe\tfollowing\tquestion\tremains\tunanswered:\tIs\tit\tpossible\tto\tsuspend\tjudgment,\tor\tis\tit\tmore\tabout\tnoting\tour\tjudgments\tand\tengaging\tanyway?\tThis\tis\tthe\tnotion\tof\tdemocracy\tthat\tBickford\t(1996)\trefers\tto\twhen\tshe\tdescribes\tstaying\tin\tthe\tspace\tof\tlistening\tand\thaving\tdifferences.\t\tThis\tstudy\talso\toffers\ta\tunique\taddition\tto\texisting\tliterature\tin\tdemocratic\teducation:\tradical\thospitality\tis\tessential\tto\ta\tdialogical\trelationship\tbetween\tthe\thost\tand\tothers.\tThis\tcontribution\tto\tthe\tliterature\tis\timportant\tfor\tdeveloping\tan\tunderstanding\tof\tdialogue\tas\ta\tseparate\tentity\tunto\titself.\tHowever,\tbe\taware\tthat\tit\tis\tnot\ttruly\ta\tseparate\tentity\tsince\tdialogue\tand\tradical\thospitality\tare\tinterrelated.\tDialogue\tis\tan\torganic\tgrowth\twithin\tradical\thospitality.\tThe\tfollowing\tpiece,\twhich\tI\twrote\tin\tDecember\t2018,\trelates\tto\tthis\tdiscussion:\tRadical\thospitality\tstarts\tfrom\twithin\tit\tinvites\tus\tto\tsurrender\tor\tembrace\tour\tfears,\twhile\tencounters\tand\temotions\tarise\t\tencounters\tand\temotions\tfrom\tinside\tout.\tRadical\thospitality\tcomes\twith\tconsent\tand\tthe\tcourage\tto\tsay\tno\twhen\tyes\tfor\thosting\tradically\tis\tnot\tavailable\tfor\tus\tand\treceiving\ta\tthank\tyou\tfor\ttaking\tcare\tof\tyour\tself.\t\tRadical\thospitality\tallows\tauthentic\tbeing\tto\tbegin\tagain\t\t 170\tto\twitness\tothers\tand\tinvite\tthem\tinto\tthe\tflow\tas\tdry\tleaves\tflow\ton\tthe\tground\tamidst\ta\twindy\tday.\t\t\t 171\tChapter\t7:\tThe\tEnd\tof\tthe\tBeginning\t\t\t\tFigure\t8.\tInterruptions.\tPhoto\tby\tOfira\tRoll.\t\t\t\u00E2\u0080\u009CThis\tis\tnot\tbecause\tthe\temancipatory\tteacher\tlacks\tknowledge,\tbut\tbecause\tknowledge\tis\tnot\tthe\t\u00E2\u0080\u0098way\u00E2\u0080\u0099\tof\temancipation.\u00E2\u0080\u009D\t(Biesta,\t2017,\tp.\t66)\t\t\t \t\t 172\tA\tplayful\tpicnic\ttable\tarrived\twith\tits\tspecial\tspirit.\tInviting,\thosting,\tplaying,\tand\tsharing\tour\tbecoming.\tEncountering\tour\tshields\tof\tfear\tfrom\tbeing\ttogether.\tAsking\tus\tto\tsee\tourselves\tin\tone\tanother.\tAsking\tus\tto\tjoin.\tA\tplayful\tpicnic\ttable\tarrived\twith\tits\tquestions\tfor\tthis\tcommunity.\tAssisting\tus,\tthem,\tyou,\tand\tme\tin\tbeing\ttogether.\tWelcoming\tthe\tunknown\tof\timmersing\tin\ta\tcollective.\tChildren\u00E2\u0080\u0099s\thandprints\tare\there\tto\tremind\tus\twho\twe\tare.\tA\trainbow\tpiano\treminds\tus\tto\timagine\tand\tfly\twith\tits\toffering.\tA\tplayful\tpicnic\ttable\tarrived\twith\tits\tgifts.\tAsking\tus\tto\tfree\tour\thearts\tand\tminds.\tAround\tthe\ttable,\tindividuals\u00E2\u0080\u0099\tneeds\tcall\tfor\tchallenging\tdialogue.\tTake\ta\tseat\tand\ttake\tyour\ttime\tto\tjoin\tin.\tA\tplayful\tpicnic\ttable\tarrived,\tasking\teach\tof\tus,\t\t\u00E2\u0080\u009CWhat\tdo\tyou\twant\tto\tBE\tin\tthis\tcommunity?\u00E2\u0080\u009D\tAs\tmentioned\tin\tChapter\t3\tregarding\tthe\tchoice\tof\tresponsibilities\tand\troles\tof\tparticipants\tin\tWindsor\tHouse,\tthe\tpoem\tthat\topens\tthis\tchapter\thas\ta\tsimilar\tsense\tof\tagency.\tI\twrote\tthis\tpoem\tin\tthe\tsummer\tof\t2017\tas\tan\tinvitation\tto\tthe\tcommunity\tI\tlive\tin,\tas\tan\tartistic\toverture\tthat\tcalls\tfor\tus\tto\tencounter\tthe\tworld.\tFor\tthe\treaders\tof\tthis\tthesis,\tit\tmay\talso\tbe\tan\tinvitation\tto\treflect\tupon\tcreating\tunderstanding\tamong\tits\tmembers\u00E2\u0080\u0099\tand\ttheir\troles.\tI\tsuggest\there\tthat\tthe\tcreation\tof\ta\tcommunity\tinvites\ta\treclaiming\tof\tmembers\u00E2\u0080\u0099\tpurpose\tand\tresponsibility\tas\tan\tinterruption\twithin\tthe\tself\tand\tcommunity,\twhile\tdialogue\tplays\ta\tdominant\trole\twithin\tthe\tcommunity.\tAs\tsuch,\tdialogue\tcan\tbe\tviewed\tas\ta\tcall\tfor\trecognition\twithin\ta\tcommunity\tfor\thaving\tmonologue\talongside\tdialogue.\tBeing\tpart\tof\ta\tcommunity\trequires\tintra-relational\tas\twell\tas,\tinter-relational\twork.\tRevisiting\tthis\ttext\tand\tits\tmeaning\ta\tyear\tafter\tthe\tstudy\twas\tundertaken,\tfollowing\ta\tpersonal\tinquiry\tof\twhat\tradical\thospitality\tmeans\tand\tasks\tfrom\tone\twithin\ta\tcommunity,\tI\trealized\tthat\tthe\tcrucial\twork\tin\tthe\tcontext\tof\tradical\thospitality\tis\twithin\toneself.\tIn\tthis\tdistinction\tbetween\tthe\tself\tand\tother,\tin\twhich\tself\texists\tseparately\tfrom\tthe\tsocial,\tBuber\t(1996)\tclarifies\tthe\ttransition\tfrom\tthe\tmode\tof\tencounter,\tI-Thou,\tto\tthe\tmode\tof\t\t 173\texperience,\tI-It.\tThe\tI-Thou\tmode\toffers\ta\trelational\texperience.\tThus,\tBuber\u00E2\u0080\u0099s\t(1996)\tunderstanding\tmay\tencourage\tone\tto\treconsider\tthe\tself-other\tperspective\tinto\ta\tthird\tin-between\tmode,\tI-It-Thou.\tApplying\tthis\tin-between\tmode,\tthe\twork\twithin\toneself\tin\tthe\tcontext\tof\tradical\thospitality\tmay\tcoexist\twith\trelational\texistences,\tthat\tis\tthe\tI-Thou\tmode.\tBuber\toffers\ta\tmore\tdichotomic\tperspective,\twhile\treality\toffers\tmany\tshades\tof\tgrey\tin\tbetween\tthe\tblack\tand\twhite.\tThus,\tthe\tthird\tmode\tI\tpresent\there\tmay\tcreate\tspace\tfor\tthe\tshades\tof\tgrey.\t\t\tBriefly\tput,\tmy\targument\truns\tas\tfollows:\tthe\timportant\tguest\tin\tpractising\tradical\thospitality\tis\tthe\thost.\tAs\tBiesta\t(2017)\twrites,\tTo\texist\tin\ta\tgrown-up\tway\tis\ttherefore\tnot\tsomething\tthat\twe\tcan\tclaim\tto\thave\tachieved\tat\ta\tcertain\tage\tor\tstage\tin\tlife\tor\tafter\ta\tcertain\tamount\tof\tlearning.\tIt\trather\tdescribes\ta\tway\tof\tbeing,\ta\t\u00E2\u0080\u009Cquality\u00E2\u0080\u009D\tof\texisting,\twhere\twe\tare\tnot\tsubjected\tto\tour\tdesires\t\u00E2\u0080\u0093\twe\tmight\talso\tsay:\twhere\twe\tare\tnot\tjust\tan\tobject\tof\tour\tdesires\t\u00E2\u0080\u0093\tbut\twhere\twe\tare\ta\tsubject\tin\trelation\tto\tour\tdesires.\tThe\tkey\teducational\tquestion,\ttherefore,\tis\twhether\twhat\tI\tdesire\tis\twhat\tI\tshould\tdesire,\twhether\tit\tis\tdesirable\tfor\tmy\town\tlife,\tmy\tlife\twith\tothers,\ton\ta\tplanet\tthat\tonly\thas\tlimited\tcapacity\tfor\tfulfilling\tour\tdesires.\t(pp.\t17\u00E2\u0080\u009318)\t\tReflecting\ton\tthis\taspect\tof\tdemocratic\teducation\tplaces\tattention\tand\tcare\ton\tpeople\tboth\tindividually\tand\tcollectively.\tThe\tquestion\tof\twhether\twhat\tI\tdesire\tis\twhat\tI\tshould\tdesire\tis\texplored\tin\tdemocratic\teducation\tin\tterms\tof\tchoices\tof\tactivities\tand\tcourses,\tdecision-making\tand\tprocesses,\tproposals\tin\tthe\tschool\tcouncil,\tthrough\tinnovations\tin\tthe\tschool\tand\tin\tthe\tcommunity,\tand\tso\ton.\t\tTo\tbring\tthis\tthesis\tstory\tto\ta\tclose\tand\tto\tallow\ta\tnew\tbeginning\tto\tfollow,\tthis\tchapter\tinvites\tthe\treader\tto\treceive\ta\tholistic\tunderstanding\tof\tthis\tstudy.\tI\treturn\tto\tsome\ttheories\tand\tpractices\tthat\tI\thave\tmentioned\tthroughout\tthe\tthesis\tto\tbe\tconsidered\tas\tfoundational\tin\tunderstanding\tdemocratic\teducation\tas\tdialogue,\tas\tradical\thospitality,\tas\tan\tartistic\tsocial\tengaged\tcollaboration,\tand\tas\tthe\tnotions\tof\tstaying\topen\tto\tinterruptions\tand\tcreating\tcreative\tadaptations\taccordingly.\tThe\tfoundational\tprinciples\tI\tlisted\tabove,\twhich\tare\tlived\texperiences\twithin\tdemocratic\teducation,\tused\tto\tbe\tknown\tmore\tin\tthe\t\t 174\teducational\tpractices\tof\tdifferent\tcultures.\tHowever,\tin\trecent\tyears,\tless\tcreative\tand\tmore\trigid\tfoundations\tof\teducational\tsettings\thave\treplaced\tthose\tprinciples,\tsuch\tas\tstaying\topen\tto\tinterruptions\tand\tcreating\tcreative\tadaptation\taccordingly.\tAs\tAdams\tand\tOwens\t(2016)\tstate:\tIdeals\tthat\twere\tat\tthe\tfoundation\tof\tthe\twelfare\tstates\tin\tWestern\tnations,\tfor\twhich\tcreative,\timaginative\texpressions\tthrough\tthe\tarts\twere\tonce\tconsidered\tto\tbe\tas\tessential\tand\tas\tbasic\tas\tour\tmore\tmodern\teducational\tobsessions\twith\tentrepreneurial,\ttechnocratic\tknowledge\tand\tcompetition.\t(p.\t135)\tAlso,\tin\tthis\tchapter,\tone\tcould\tfind\tpossible\timplications\tof\tthis\tstudy,\twhich\tmay\tbe\tvaluable\tfor\teducators\tin\tdemocratic\teducation\tas\twell\tas\tmainstream\teducation.\tTo\treturn\tto\tthese\tconcepts,\tnotions,\tand\timplications\tin\ta\tclosing\tmanner\tbut\tnot\tin\ta\tconcluding\tone,\tit\tis\timportant\tto\tmention\tthat\tall\tnotions,\tinquiries,\tand\tviews\trepresented\tthroughout\tthis\tthesis\tare\tmeant\tto\tspark\tconversation\tand\tthe\timagination,\tnot\tto\tbe\tclaimed\tas\ttruths.\tThese\twould\tbe\tserved\tin\tthree\tparts\tof\tthe\tmeal,\tjust\tas\tmeals\twere\tserved\tin\tmy\tgrandmother\tMemeh\u00E2\u0080\u0099s\thome:\tfirst\tSalatim,\tsecond\tSeh-oo-da,\tand\tlast\tTeh.\t\tSalatim,\tSeh-oo-da,\tTeh,\tand\tDemocratic\tEducation\tFrom\tthe\tperspective\tof\tartistic,\tsocially\tengaged\tcollaboration\tthat\ttook\tplace\tin\tthis\tstudy\tin\tthe\tform\tof\tcooking\tand\tfeasting\ttogether,\tthis\tmetaphor\tof\ta\tmeal\tcan\tbe\tseen\tas\tan\topportunity\tto\tjoin\tin,\tan\topportunity\tto\trelate\tto\tthe\texperience\tparticipants\twent\tthrough\twhile\ttaking\tpart\tin\tthis\tstudy\twith\tfood\tand\tcreating\tmeaning.\t\tSalatim.\tFirst\tis\tthe\tsalatim,\twhich\tare\tdips\tand\tsalads.\tThe\tsalatim\tare\tserved\ton\tthe\ttable,\twhich\trequires\ta\tplate\tand\ta\tseat.\tSalatim\tare\tan\tinvitation\tto\tjoin\tthe\ttable\tand\tstart\tthe\tdialectic\tfeast\twithout\tfurther\tado.\tSalatim\tserves\there\tas\ta\tmetaphor\tfor\tradical\thospitality\texperience.\tPlacing\tsalatim\ton\tthe\ttable\tmeans\tthat\teveryone\tis\twelcome\tto\ttake\ta\tseat,\twithout\tasking\tfor\tpermission.\tSalatim\thold\tthe\tmeal\ttogether,\tjust\tas\tradical\thospitality\tholds\tthe\tspace\tfor\teveryone\tto\tbe\taccepted\tand\twelcomed.\tHowever,\twith\ttime\tbeing\tlimited\tin\tthe\tage\tof\taccountability,\tproductivity,\tand\tthe\tdesire\tto\tmeet\tthe\tcurriculum\trequirements\tmarathon,\textracurricular\tactivities\tare\tsalatim\u00E2\u0080\u0094radical\t\t 175\thospitality\tmay\tbe\tperceived\tas\ta\tuseless\tpart\tof\tthe\tmeal,\tcalling\tfor\ttoo\tmuch\ttime\twithout\tclear\tresults.\tThus,\tsalatim\tare\toften\tthe\tfirst\texperiences\tto\tbe\tcut\tfrom\tan\teducation\texperience.\tRadical\thospitality,\tlike\tsalatim,\tis\tnot\toffered\tas\ta\tmain\tdish,\tbut\trather\tas\tan\toverall\texperience\twhile\tencountering\topen-ended\tconversation,\tactivity,\tarts,\tand\tplay.\tThey\tare\tall\tthere,\tall\tthe\ttime\u00E2\u0080\u0094offered\tas\tthe\tsalatim\ton\tthe\ttable.\tAs\tMemeh,\tmy\tgrandmother,\twould\tclaim,\ta\tseh-oo-da\t(i.e.,\tthe\tfeast)\twithout\tthe\tsalatim\tis\tnot\ta\tseh-oo-da\u00E2\u0080\u0094one\tneeds\tthe\tcreative,\tthe\timaginative,\tthe\tsalatim\tto\tnibble\ton,\twhile\ttaking\ta\tpause\tfrom\tthe\tmain\tdish,\twhich\tis\tthe\tmain\tcontent\tthat\tis\toffered\t(i.e.,\tthe\tcurriculum).\tSalatim\tpreparation\trequires\tmuch\ttime\tand\teffort,\twhich\tis\tnot\talways\tavailable.\tLike\tsalatim,\tradical\thospitality,\teven\tif\tit\tis\tnot\tnamed\tas\tsuch,\trequires\topen-ended\tcurriculum\twith\tunclaimed\ttime\tto\texist.\tSalatim\tcreates\ta\tsense\tof\tconnection\tthat\twelcomes\teverybody\tin\t(i.e.,\tthe\tradical\thospitality).\tSalatim\tare\tthe\tglue\tthat\tconnects\tall\tof\tthe\tcourses\tinto\ta\tmeal\t(i.e.,\tthe\tseh-oo-da).\tIt\tis\tas\tif\tto\tsay\tthe\tsalatim\tare\tthe\tflavours\tthat\tblend\tall\tinto\tone.\tSalatim\talways\tremain\ton\tthe\ttable\tto\tmake\teveryone\tfeel\tincluded\tand\twelcome,\tand\tthe\tsame\tis\ttrue\tof\tradical\thospitality.\tAlong\tthese\tlines,\tradical\thospitality\tat\tWindsor\tHouse\tmay\tappear\tto\tbe\tless\topen\tat\tfirst\tsight.\tOnly\tafter\tinquiring\tinto\timportant\tquestions,\tsuch\tas,\twhat\tdoes\tradical\thospitality\tmean\tand\toffer?\tIn\twhat\tways\tcould\tradical\thospitality\thost\tdialogical\tspace?\tWho\tis\tradical\tin\tit?\tWhat\tmakes\tit\tradical\tand\tfor\twhom?\tWhat\tdoes\tit\tmean\tto\thost\tradically?\tFor\twhat\treason\twould\tone\twant\tto\tdo\tso\u00E2\u0080\u0094does\tthe\tradical\thospitality\tat\tWindsor\tHouse\tappear\twith\tits\tqualities\tof\tacceptance?\tThe\tprocess\tof\tcreating\tthe\tfeel\tof\tradical\thospitality\tat\tWindsor\tHouse\trequires\tthat\tpeople\tbuild\tlong-term\trelationships\twithin\tthe\tcommunity\tand\tamong\teducators,\tstudents,\tand\tcaregivers.\tThese\trelationships\tare\texperienced\tand\texist\tbeyond\ta\tspecific\tclass\tor\ta\tyear.\tThe\tfeel\tof\tradical\thospitality\tat\tWindsor\tHouse\tis\talso\toffered\tin\ta\tmore\tsubtle\tfashion\twith\tan\toverall\texperience\twhile\tencountering\topen-ended\tconversations,\tactivities,\tarts,\tand\tplays\tat\tany\tgiven\ttime\tand\tplace\tif\tneeded\tor\tdesired.\tThis\thidden\tbut\tknown\tprocess\tholds\tmany\tdifferent\ttruths\tthat\tmay\tbe\tchanged\tin\tany\tgiven\tmoment.\tThere\tis\tan\tongoing\texpectation\tto\tadapt\tand\tto\tlisten\tto\tstudents\u00E2\u0080\u0099\tcurrent\tneeds\tand\tvoices.\t\t 176\tTherefore,\tsince\tone\tof\tthe\tessential\tprinciples\tof\tthis\tthesis\tis\tradical\thospitality\tas\ta\tlived\texperience\tof\tradical\tacceptance,\twith\tongoing\tunexpected\tinterruptions\tthat\tlead\tto\tcreative\tadaptations,\tI\targue\tthat\tthese\tare\tat\tthe\tcore\tof\tthis\teducation.\tThe\treason\tfor\tthis\tclaim\tis\tthat\tdemocratic\teducation\thas\tpersisted\tagainst\tall\tthe\todds\tto\tstay\tprogressive,\tattentive,\topen,\tand\tinclusive\tin\tthis\tera.\tFollowing\tthis\tstudy,\tit\tis\timportant\tto\tremember\tthat\tradical\thospitality\tmeans\tmore\tthan\tproviding\tthe\tspace,\tthe\tfood,\tand\tgathering\tthe\tpeople,\tand\thosting\tthe\tevent.\tRadical\thospitality\tbrings\tthe\tdesire\tfor\trelational\tbeing,\tpracticing\tacceptances,\tand\tproviding\tthe\topportunity\tto\tshare\texperiential\tand\tnutritional\tofferings.\tDespite\tthe\tfact\tthat\tradical\thospitality\tmay\tbe\tperceived\tas\tbeing\tpositive\tand\tcomfortable\tfor\tall,\tthis\tway\tof\tbeing\tactually\tallows\tpeople\tto\texperience\tdiscomfort,\tambiguity,\topen-ended\tsituations,\tand\tinterruption,\twhich\tis\tthanks\tto\tthe\tfull\tacceptance.\tAnother\tway\tto\texplain\tit\tis,\tonce\tindividuals\tfeel\tfully\taccepted\tand\tloved,\tthey\tcan\tencounter\tnew\texperiences\twithin\tthe\tworld\twith\tless\tfear\tand\tquestioning,\tif\tany.\tThus,\tafter\thaving\texperienced\tradical\thospitality,\tstudents\tare\tmore\topen\tto\ttrying\tnew\tthings,\tbeing\tinnovative\twithout\tbeing\tsure\tit\twill\twork,\tand\tbeing\tengaged\tin\tarts\tand\tplay,\tall\tof\twhich\toffer\tconstant\tunexpected\tinterruptions.\t\tSeh-oo-da.\tSecond\tis\tthe\tseh-oo-da,\twhich\tis\ta\tmeal\tthat\tincludes\tall\tthe\tcourses\tand\tdishes,\tserved\tall\tat\tonce.\tSeh-oo-da,\tas\tI\texperienced\tit\tin\tmy\tgrandmother\tMemeh\u00E2\u0080\u0099s\thome,\tas\twell\tas\tat\tWindsor\tHouse,\thas\ta\tsensation\tof\ta\tcarnival\t(Bakhtin,\t1965).\tThe\tterm\tcarnival\tcalls\tsocial\tstructures\tand\ta\tspecific\torder\tor\tpoliteness\tinto\ta\tquestion,\twhereas\tthe\tseh-oo-da\toffers\tthe\timplications\tof\tradical\thospitality\tin\tpractice.\tHere\tthere\tis\tan\timportant\tdifference\tto\tpay\tattention\tto\twhile\tchecking\tthe\tnotion\tof\tseh-oo-da\tin\tmainstream\teducation.\tOne\tmay\tthink\tthat\tthe\tparallel\tof\tseh-oo-da\tin\tschool\tenvironment\tis\tthe\tmain\tcurriculum\t(i.e.,\tthe\tmain\tdishes).\tHowever,\tI\tsuggest\tthat\tthere\tis\tno\tdifference\tin\tthe\tcurriculum\tbetween\tthe\ttwo;\trather,\tthe\tdifference\tlies\tin\tpeople\u00E2\u0080\u0099s\tlived\texperiences.\tGiven\tthe\tcomplexity,\tallow\tme\tto\texplain\tin\twhat\tways\tthese\tdiffer.\tWere\tseh-oo-da\tto\tbe\tviewed\tas\tthe\tmain\tcurriculum\tthen\tthese\ttwo\tstreams\tof\teducation\twould\tbe\tthe\tsame.\tAlthough\tthe\tcurriculum\tmay\tbe\tperceived\tas\ta\tdifferent\tone\tin\tpractice,\tWindsor\tHouse\tuses\tthe\tsame\tcurriculum\tas\tmainstream\teducation.\tHowever,\tits\tlived\texperience\tis\tdramatically\tdifferent.\tThe\tseh-oo-da\t(i.e.,\tthe\tmeal)\tin\tmainstream\t\t 177\teducation\tis\tusually\tfixed\twith\tmain\tdishes\t(i.e.,\tcourses,\tinstruction,\tand\tstructured\ttimeframes).\tThis\tprovides\ta\tclear\tbeginning\tand\tending.\tThere\tare\tthose\twho\tcounter\tthis\tmainstream\teducation\tapproach\tby\tchoosing\tto\tresist\tmainstream\tthought\tand\tby\toffering\tan\talternative.\tAs\tIllich\t(1970)\tnotes:\tIn\tfact,\tlearning\tis\tthe\thuman\tactivity\twhich\tleast\tneeds\tmanipulation\tby\tothers.\tMost\tlearning\tis\tnot\tthe\tresult\tof\tinstruction.\tIt\tis\trather\tthe\tresult\tof\tunhampered\tparticipation\tin\ta\tmeaningful\tsetting.\tMost\tpeople\tlearn\tbest\tby\tbeing\t\u00E2\u0080\u009Cwith\tit,\u00E2\u0080\u009D\tyet\tschool\tmakes\tthem\tidentify\ttheir\tpersonal,\tcognitive\tgrowth\twith\telaborate\tplanning\tand\tmanipulation.\t(p.\t39)\tIllich\t(1970)\tstresses\tthat\tmajority\tof\tlearning\thappens\twhile\tparticipating\tin\ta\tmeaningful\tsetting.\tAs\tsuch,\tin\tdemocratic\teducation,\t(i.e.,\tWindsor\tHouse)\tthe\tmain\tdishes\tare\tless\tfixed\tand\tmore\topen\tended.\tI\tcame\tto\tunderstand\tthat\tat\tWindsor\tHouse\tthe\tmain\tcurriculum\tmeans\tpractising\tacceptance\ttowards\teach\tother\tand\tthe\tself;\tremaining\topen\tto\tinterruptions;\tcreating\tadaptations\ton\tthe\tgo;\tpractising\tbeing\twith,\tlistening\tto,\tand\tassisting\tof;\tpractising\tthe\tconsent\tculture;\tinviting\tthe\timaginative\tto\tdaily\tlife\texperiences\tby\tartistic\tand\tnon-artistic\tencounters;\tand\tliving\tthe\twhatever\tculture.\tIn\tthe\tcase\tof\tdemocratic\teducation,\tand\tin\tparticular\tat\tWindsor\tHouse,\tthe\tcurriculum\tis\tless\ttangible\tand\tharder\tto\tmeasure\tfor\taccountability\tpurposes.\tI\tfind\tit\tinteresting\tthat\tat\tthe\tbeginning\tof\tthe\tstudy\tI\tperceived\tthe\tartistic,\tsocially\tengaged\tcollaboration\tas\tthe\tsalatim;\thowever,\tI\tcame\tto\ta\tnew\tunderstanding\ttowards\tthe\tend\tof\tthe\twriting\tprocess,\twhich\tis\tthat\tthe\tcollaborative\tcooking\tlives\tpartially\tin\tthe\tsalatim,\tin\tthe\tseh-oo-da,\tand\tin\tthe\tteh\tas\twell.\tThe\topening\tquote\tof\tthis\tchapter\tby\tBiesta\t(2017)\tdiscusses\tthe\temancipation\tin\tdemocratic\teducation\tin\tgeneral.\tIn\tpractice\tat\tWindsor\tHouse,\tthis\tmeans\tthat\temancipation\tcomes\tfrom\ta\tsense\tof\tagency,\tfrom\tknowing\tone\u00E2\u0080\u0099s\tvoice\tin\tthe\tworld,\tfrom\tbeing\tengaged\tin\tthe\tworld\tand\twith\tthe\tworld,\tfrom\tallowing\tthe\timaginative\tand\tartistic\tto\ttake\ta\tlead\tby\tinterrupting\tthe\there\tand\tnow,\tfrom\tknowing\tto\tembrace\tinterruption\tand\tadapt\taccordingly,\tfrom\tlistening\tdeeply\tto\tthe\tworld\tboth\tinward\tand\toutward,\tand\tfrom\tknowing\tto\tpause.\t\t 178\tTherefore,\twhile\tthe\tset\tcurriculum\tof\tmainstream\teducation\twould\tcreate\tthe\tseh-oo-da,\tin\tdemocratic\teducation,\tand\tin\tparticular\tat\tWindsor\tHouse,\tthe\tset\tcurriculum\tmay\tbe\tfound\twithin\tthe\tpractice\tof\temancipation\t(i.e.,\tthe\tmeal),\tas\twell\tas\tpart\tof\tthe\tTeh\t(i.e.,\tthe\ttea).\tThose\tessential\tprinciples\tare\tnot\tperceived\tat\tWindsor\tHouse\tas\ta\tpreparation\tfor\tthe\tdialogue\tthat\tmay\tor\tmay\tnot\thappen\tduring\tthe\tteh,\tbut\tas\ta\tway\tof\tliving\tdemocratically.\tThus,\tit\tis\timportant\tto\tremember\tthat\teven\tset\tcurriculum,\twhich\tmay\tbe\tperceived\tas\tfixed,\tin\tpractice\tit\tmay\thave\tmany\tways\tto\texist\twith\tthe\tinfluences\tof\tstudents,\teducators,\tand\tthe\tschool\tcommunity\tin\tlarge.\t\tTeh.\tLast\tis\tthe\tteh\t(or\ttea),\twhich\tcomes\tafter\tthe\tseh-oo-da.\tTeh\tcomforts\teveryone\tafter\tfeasting\ttogether\tand\tallows\tfor\topenness\ttowards\teach\tother\u00E2\u0080\u0099s\tvoices.\tThe\tteh\tis\tthe\topen-ended\tconversation,\tsometimes\ton\ta\ttopic\tthat\tarose\tduring\tthe\tseh-oo-da\t(i.e.,\tthe\tmeal)\tand\tsometimes\ton\ta\tplanned\tsubject\tbrought\tin\tby\tone\tor\tmore\tgroup\tmembers.\tIn\tmainstream\teducation,\tthe\tteh\ttends\tto\thappen\toccasionally,\tbased\ton\ttime\tavailability.\tThe\tteh\tis\tconsidered\tto\tbe\textracurricular\tand\tis\tviewed\tas\ta\ttreat.\tWhereas\tat\tWindsor\tHouse,\tthe\tteh\thappens\tmore\tfrequently,\tsince\tsubjects\tand\tactivities\tare\tbased\ton\tstudents\u00E2\u0080\u0099\tinterest\tand\tare\tconducted\twith\tthem,\tfor\tthem,\tand\tat\ttimes\tby\tthem.\tAt\tWindsor\tHouse,\tsome\tcourses\thave\ta\tset\ttopic\tor\tan\tumbrella\ttopic,\twhile\tother\tcourses\tare\tbased\ton\ttopics\tthat\tarose\tthrough\tconversations\tthat\twere\tof\tinterest\tto\tstudents\tduring\tthe\tseh-oo-da.\tIt\tis\talso\timportant\tto\tnote\tthat\tat\ttimes\tstudents\tlead\ta\tcourse;\tany\tcommunity\tmember\tcan\tteach\tothers,\tnot\tonly\teducators\tor\tparents.\t\tThe\tteh\twith\tits\tflow\toffers\tan\topportunity\tto\tdevelop\tdialogical\tskills\twithout\ta\tset\tgoal\tor\tconclusion\tbut\tfor\tthe\tsake\tof\texploring,\tunfolding,\tquestioning,\tand\trethinking.\tThe\tteh\tcalls\tpeople\tto\tbe\twith\teach\tother\tin\tthe\there\tand\tnow,\twith\tno\tclear-cut\tbeginning\tor\tending.\tThrough\tdeveloping\tdialogical\tskills\tthe\tteh\toffers\tan\topportunity\tto\thave\tcomplicated\tconversations\twith\tthe\tassistance\tof\ta\tset\tcurriculum.\tThis\tsuggests\tthat\tthe\tset\tcurriculum\toffers\tstudents\t\u00E2\u0080\u009Csomething\tto\tchew\ton.\u00E2\u0080\u009D\tIn\tpractice\tat\tWindsor\tHouse,\tstudying\tmay\tappear\tto\tan\toutside\tobserver\tas\tan\tengaging\tconversation\tor\ta\tdisorganized\tor\tundirected\tgathering.\tIn\tactuality,\tat\tWindsor\tHouse\tthis\tprocess\tenables\teveryone\tto\texperience\tself-worth\tand\tself-determination.\tIt\tis\tfor\tthis\treason\tthat\tclasses\tat\tWindsor\tHouse\tare\tmore\tengaging\tand\tinteresting.\tAlthough\tmany\twould\tthink\tthat\tthere\tare\tmany\t\t 179\tcomplex\treasons\tfor\tthat\tto\thappen,\tI\targue\tthat\tit\thappens\tfor\tfairly\tsimple\treasons,\twhich\tare\tmainly\tdue\tto\tthe\tdirected\tefforts\tduring\tthe\tseh-oo-da\tpart\tof\tthe\teducation.\tWhile\temancipation\tin\tdemocratic\teducation\tcomes\tbefore\tthe\tknowledge\tper\tse,\tstudents\tas\twell\tall\tcommunity\tmembers,\tfeel\trespected\tand\tinvited\tto\tjoin\tin\tby\tbeing\tin\tthe\tmiddle\tground,\tas\tBiesta\t(2015b)\tnames\tit.\tBeing\tin\tthe\tmiddle\tground\twithin\tsupported\tseh-oo-da\tallows\tone\tto\texperience\tresistance\twithout\treaching\tthe\tmoment\tof\tavoiding\tothers\tand\tdisengaging\tfrom\tthe\tworld;\tthis\talso\tprevents\tpeople\tfrom\treaching\tthe\textremes\tof\tdestroying\tthemselves\tor\tothers.\tI\targue\tthat\twhat\tmakes\tthe\tteh\tpossible\tand\tmeaningful\tin\tdemocratic\teducation\tare\tthe\texperiences\tduring\tthe\tseh-oo-da\tsuch\tas\tpractising\tdemocratic\tskills\tin\tan\tongoing\tfashion;\texperiencing\tan\tongoing\timaginative\tand\tartistic\tinterruptions;\tand\tparticularly\tnot\tbeing\tmeasured,\tcompared,\tjudged,\tor\tmade\tto\tcompete\twith\tone\tanother.\tThe\tseh-oo-da\tis\tabout\tthe\tpersonal\tgrowth\tof\teach\tmember\tin\tthe\tschool\tcommunity.\tAlthough\tIllich\u00E2\u0080\u0099s\t(1970)\twords\twere\twritten\tseveral\tdecades\tago,\tthey\tare\tstill\tneeded\tin\tour\ttime:\t\tBut\tpersonal\tgrowth\tis\tnot\ta\tmeasurable\tentity.\tIt\tis\tgrowth\tin\tdisciplined\tdissidence,\twhich\tcannot\tbe\tmeasured\tagainst\tany\trod,\tor\tany\tcurriculum,\tnor\tcompared\tto\tsomeone\telse\u00E2\u0080\u0099s\tachievement.\tIn\tsuch\tleaning\tone\tcan\temulate\tothers\tonly\tin\timaginative\tendeavour,\tand\tfollow\tin\ttheir\tfootsteps\trather\tthan\tmimic\ttheir\tgait.\tThe\tlearning\tI\tprize\tis\timmeasurable\tre-creation.\t(p.\t40)\tAll\tthose\taspects\tof\tthe\tseh-oo-da\tkeep\tpeople\u00E2\u0080\u0099s\tdesire\tto\texplore\tnew\tideas,\tconcepts,\tand\tunderstanding\twidely\topen.\tThe\ttopics\tdiscussed\tare\tnot\tso\tdifferent\tfrom\tmainstream\teducational\tcurriculum\tor\tfrom\tthe\tmethods\tthrough\twhich\tmainstream\teducation\tis\tdelivered.\tThe\tdifferences\tlie\tin\tthe\teducational\texperience,\twhich\tis\tbased\tupon\tparticipants\tbeing\trespected\tand\tasking\tthem\tto\trespect\tothers\tin\tturn.\tThis\tcan\thappen\tin\tboth\tdemocratic\teducation\tand\tmainstream\tschooling.\tI\tsuggest\tthat\tin\tmainstream\tschooling\tit\tis\tmore\tup\tto\tthe\tteachers\tto\tdetermine\tif\ttheir\tpractice\tis\tall\tabout\trespect\tand\tdialogue\tand\tself-determination,\tas\tthe\toverall\tschool\tenvironment\tdoes\tnot\toffer\tthis\tlearning\topportunity.\tSimilarly,\tin\tthe\tdemocratic\teducation\tschool\tenvironment,\t\t 180\tthe\tschool\tholds\tless\tspace\tfor\tdeductive,\tformal,\tand\tstandardizes\ttest2\tbut\tsome\tteachers\tdo\tcreate\tspace\tfor\tit.\t\tThus,\tthe\tdialogue\tthat\tmay\tor\tmay\tnot\thappen\tduring\tthe\tteh\thas\tan\timportant\trole\twithin\tdemocratic\teducation.\tIn\tthis\tway,\tthe\tsalatim\tand\tthe\tseh-oo-da\tfertilize\tthe\tground\tand\tenable\tthe\tseeds\tof\tdialogue\tto\tgrow.\tThe\tdialogue\tis\tthe\topportunity\tto\tpractise\tit\tall,\tnourishing\tstudents\u00E2\u0080\u0099\tencounters\tin\tand\twith\tthe\tworld.\tThe\tdialogue\trequired\tme\tto\trevisit\tand\trethink\tmy\tunderstanding\tof\tdialogue.\tAt\tthe\tbeginning\tof\tthis\tinquiry,\tthrough\tmy\tstudy\tof\tdifferent\tthinkers\u00E2\u0080\u0099\tcontributions,\tI\tperceived\tdialogue\tas\ta\tseparate\tentity\trather\tthan\tas\tan\tinseparable\twoven\taspect\tof\tlife.\tHowever,\tin\tthe\tundoing\tand\topenings\tI\texperienced\twith\tWindsor\tHouse\tparticipants,\tand\tthrough\tthe\tprocess\tof\treflection\tand\twriting\tthis\tthesis,\tI\tcame\tto\tunderstand\tdialogue\tmore\tas\tan\tirreplaceable\tpart\tof\tan\tecosystem,\tin\twhich\teach\tcomponent\tdepends\tupon\tthe\tothers\tto\texist.\t\tTo\tbring\tthe\tmeal\tmetaphor\tto\ta\tclose,\tperhaps\tit\tshould\tbe\tmentioned\tthat,\tdiverging\tfrom\tthe\texperience\tof\ta\tmeal\tin\tmy\tgrandmother\tMemeh\u00E2\u0080\u0099s\thome,\tin\tdemocratic\teducation,\tthe\tthree\tparts\tof\tthe\tmeal\tmay\tnot\tbe\tserved\ton\tthe\tsame\tday\tor\tin\ta\tspecific\torder.\tThere\tare\tdays\twhen\tone\tor\ttwo\tparts\tof\tthe\tmeal\trequire\tpeople\u00E2\u0080\u0099s\tattention\tmore\tthan\tthe\tothers,\tand\tat\tWindsor\tHouse\tthose\twould\treceive\tthe\ttime\tand\tspace\tthey\tneed.\tThe\tsalatim\tare\tthere\tall\tthe\ttime,\talternating\tbetween\tbeing\thidden\tand\tknown.\tThe\tseh-oo-da\tand\tthe\tteh\tat\ttimes,\tand\tin\ta\tsupportive\tway,\trequire\tdifferent\tamounts\tof\tattention.\t\tHow\tCan\tDemocratic\tEducation\tbe\tDone\tand\tWhat\tis\tNext?\tDemocratic\teducation\tappears\tto\tbe\tin\topposition\tto\ta\tprescribed\tcurriculum.\tHowever,\tas\tpresented\tthroughout\tthe\tthesis,\tthat\tis\tnot\tthe\tcase.\tThis\tstudy\tdealt\twith\tmeaning\tof\tthe\tlived\tcurriculum\tat\tWindsor\tHouse.\tTo\tunderstand\tdemocratic\teducation,\tit\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t2\tAlthough\tWindsor\tHouse\toffers\ta\tschool\tenvironment\tthat\tis\tfree\tfrom\ta\tstructure\tof\tqualifications\tand\tassessments,\tstudents\talways\thave\tthe\toption\tparticipate\tin\ttests\tif\tthey\twish.\tAs\texpected,\tbased\ton\tWindsor\tHouse\tcommunity\tprinciples,\tsuch\tas\tthe\tself-determination\tand\tthe\tprofound\trespect,\tchildren\tare\twelcome\tto\tco-create\ttheir\town\tgoals\twith\ttheir\tmentors\tand\tparent/guardians\tevery\tfew\tmonths.\tTheir\tgoals\tmay\tinclude\ttests,\tgrades,\tand\tonline\tportfolios.\tIt\tis\ta\tchoice\tthat\tchildren\ttend\tto\tmake\tin\ttheir\tteens,\twhile\tconsidering\tlife\tgoals\tsuch\tas\thigher\teducation\tand\tjobs.\tThis\tpath\tof\tassessment\tis\tnot\tencouraged\tat\tWindsor\tHouse\tbut\tallowed\tand\tsupported\tlike\tany\tother\tchoice.\t\t\t 181\tis\timportant\tto\tstudy\tthe\tlived\texperience\tof\tthe\tschool,\twhich\tis\tbeyond\twritten\tpurposes\tand\tvalues.\tIt\tis\tnot\tto\tsay\tthat\tstudy\tof\tmainstream\teducation\tshould\trequire\tsuch\tcare.\tHowever,\twhile\tin\tdemocratic\teducation\tthe\tlived\texperience\tis\tmore\tin\tflux\t(i.e.,\tin\ta\tstate\tof\tconstant\tchange),\tin\tmainstream\teducation\tthere\tare\tmore\tagreed-upon\troutines,\tresponsibilities,\tand\tframeworks\tto\twork\twith\tand\twithin.\tThat\tbeing\tsaid,\tas\tin\tany\tsystem\tof\thumans,\tmainstream\teducation\talso\tinvolves\tthe\tlived\texperience\tand\trequires\tattention\tand\tcareful\tlistening.\tIn\tthis\tsense,\tit\tis\talso\timportant\tto\tnote\tthat\tthe\tmeaning\tthat\tthe\tlearning\tcommunity\tcollectively\tcreates\tand\texplores\tis\tnot\tfixed\tand\tkeeps\tchanging\tin\trelation\tto\tthe\tneeds\tof\tthe\tstudents,\teducators,\tand\tthe\tcommunity.\tThose\tadaptations\tare\tan\tintegral\tcomponent\tof\tWindsor\tHouse\tas\twell\tas\tdemocratic\teducation.\tThus,\tthe\theart\tof\tthis\tstudy\tcaptured\tin\tthe\ttitle\tof\tthis\tchapter,\t\u00E2\u0080\u009CThe\tEnd\tof\tthe\tBeginning.\u00E2\u0080\u009D\tBy\tclaiming\tthis\tI\tmean\tthat\tin\tany\tfuture\tand\tfurther\twork\twith\tdemocratic\teducation,\tand\tparticularly\tat\tWindsor\tHouse,\tI\tsuggest\tthat\tall\tinquiries\tbe\tbased\ton\tthe\tnotion\tof\tthe\tend\tof\tthe\tbeginning,\tif\tyou\twill.\tThe\tend\tof\tthe\tbeginning\tcarries\twith\tit\tthe\tnotion\tthat\tthere\tis\tno\ttruth\tto\tsearch\tfor;\trather,\twe\tmust\ttry\tto\tdisassemble,\tadapt,\tand\trelearn\tour\tunderstanding\tof\tdemocratic\teducation,\tas\tit\tis\tcomplex\tand\tsimple\tat\tthe\tsame\ttime.\tAs\tBronwen\tsuggests\t(personal\tcommunication,\tFebruary\t2,\t2019):\t\tOur\tdemographic\twas\talready\tchanging,\tas\tit\tseems\tto\tme\tthat\twe\twere\tstruggling\tto\tfind\tan\teffective\tway\tto\tengage\tand\tcollaborate\twith\tenough\tolder\tstudents\tto\tcreate\tprogramming\tthat\tthey\tcould\tfeel\tconfident\tin\tand\teager\tto\tengage\twith,\twith\ta\tbalance\tof\tease,\tcohesiveness\tand\tchallenge\tthat\tcould\tbe\tsustainable\tand\tinspiring.\u00E2\u0080\u00A6\tThe\tworld\tis\tchanging\tquickly\tfor\tthem,\tand\tI\tthink\tit\tis\ta\treflection\tof\tour\tadaptability\tthat\twe\tcan\tchange\tand\ttransition\tin\tways\tthat\ta\tlarger\tand\tmore\tconventional\tschool\tisn\u00E2\u0080\u0099t\table\tto\tdo.\tNot\teverything\twe\ttry\twill\twork\tor\tsucceed,\tbut\tit\tis\ta\thuge\tgift\tthat\twe\thave\thad\tthis\texperience\tto\tlearn\tand\tgrow\tfrom\tand\tadd\tto\tour\tbody\tof\tknowledge\tthrough\tloved\texperience.\tNot\tto\tmention\tthe\tresilience\tit\tdemonstrated\tand\tbrought\tout\tin\tour\tcommunity,\tas\twe\tnot\tonly\tsurvived,\tbut\thave\tmanaged\tto\tbe\ta\tschool\tof\tchoice\tfor\tabout\tthe\tsame\tnumber\tof,\tif\tdifferent,\tpeople.\t\t 182\tDemocratic\teducation\tis\tabout\tbeing\tengaged\tin\tthe\tworld\tas\tan\tindividual\tas\twell\tas\tpart\tof\ta\tcollective.\tIt\tis\ta\trespectful\tenvironment\tfor\tpeople\tto\tgrow\tin;\tit\tallows\tpeople\tto\texpress\ttheir\tneeds\tand\tdesires,\tachieve\tself-determined\tgoals,\tand\tbe\topen\tto\tongoing\tadaptations.\tAbove\tall,\tdemocratic\teducation\tallows\tpeople\tto\tquestion\ttruths,\tcreate\tmeaning,\tand\texplore\tfor\tthe\tsake\tof\texploration,\tnot\twith\ta\tspecific\tend\tresult\tin\tmind.\tA\tmember\tof\tthe\tIDEC\tcommunity,\tMarko\tKoskinen\t(personal\tcommunication,\tFebruary\t6,\t2018),\trecently\twrote\tthe\tfollowing:\tDemocratic\tEducation\tis\ta\tform\tof\teducation,\twhich\trespects\tindividual\tfreedoms\tand\thuman\trights,\thelping\tthe\tcommunity\tmembers\tto\tlearn\thands-on\tdemocracy\tby\tallowing\teach\tcommunity\tmember,\tregardless\tof\tage,\tto\tparticipate\tin\tthe\tgovernance\tof\tthe\tcommunity.\tIn\tDE\t[democratic\teducation]\tlearning\tis\tusually\tbased\tstrongly\ton\tintrinsic\tmotivation\tand\tself-directed\teducation.\tThe\tcommunity\tis\tthere\tto\tsupport\tand\tto\tinspire,\tbut\tnot\tto\tmotivate\tor\tcoerce\tthe\tlearning\tprocess\tof\tthe\tcommunity\tmembers.\tIn\tshort,\tit\tis\tthe\tFrench\tRevolution\tversion\tof\teducation,\t\"Libert\u00C3\u00A9,\t\u00C3\u00A9galit\u00C3\u00A9,\tfraternit\u00C3\u00A9,\"\tfreedom,\tequality\tand\tfraternity\t(brotherhood).\tI\tnow\tcontinue\twith\tthe\tdiscussion\tof\tthe\tfuture\tpotential\tof\tstudents.\tIn\tpractice,\tin\tmainstream\teducation\tthere\tis\ttendency\ttoward\tcontrolling\tthe\tpresent\tin\tthe\tname\tof\taccountability\tfor\tfuture\toutcomes\tand\tresults.\tThus,\tit\tis\timportant\tto\task\tquestions\tthat\tdeal\twith\tmeaning\trather\tthan\tthose\tthat\tdeal\twith\tproducing.\tAs\tBiesta\t(2018)\tasserts,\t\u00E2\u0080\u009CRather\tthan\tasking\twhat\teducation\tproduces,\twe\tshould\tbe\tasking\twhat\teducation\tmeans.\tAnd\trather\tthan\tasking\twhat\teducation\tmakes,\twe\tshould\tbe\tasking\twhat\teducation\tmakes\tpossible\u00E2\u0080\u009D\t(p.\t13).\tReturning\tto\tthe\tfuture\tof\tdemocratic\teducation,\tI\tsuggest\tthat\tcommunity\tmembers\tstrive\tto\treflect\tpeople\u00E2\u0080\u0099s\tdreams\tand\tdesire\tto\texist.\tThe\tarts\tcan\tassist\tin\tthis\tendeavour.\tBiesta\t(2018)\tcontinues:\t\tArt\tmakes\tour\tdesires\tvisible,\tgives\tthem\tform,\tand\tby\ttrying\tto\tcome\tinto\tdialogue\twith\twhat\tor\twho\toffers\tresistance,\twe\tare\tat\tthe\tvery\tsame\ttime\tengaged\tin\tthe\texploration\tof\tthe\tdesirability\tof\tour\tdesires\tand\tin\ttheir\trearrangement\tand\ttransformation.\t(p.\t18)\t\t\t 183\tBe\tit\tand\tLive\tit\tIn\tmy\tpersonal\tencounters\tthrough\tthe\tyears\tat\tWindsor\tHouse\tI\tgrew\tto\tbelieve\tthat\tat\tthis\tschool\tstudents\tare\tnot\tlectured\tto\tdream\tbig\tbut\tencouraged\tto\tbe\tit\tand\tlive\tit,\tand\tthis\tmanifests\tdifferently\tfor\teach\tindividual\tat\tthe\tschool.\tThe\tseed\tof\tthis\tunderstanding\twas\tplanted\tfor\tme\t(and\tfor\tothers)\tseveral\tyears\tback.\tIn\t2008,\tthe\tWindsor\tHouse\tcommunity\thosted\tIDEC\tin\tVancouver.\tIt\twas\tmy\tfirst\tvisit\tto\tVancouver.\tAt\tthat\tconference,\tI\tled\ta\tworkshop\twith\tMeghan\t(the\tcurrent\tprincipal\tof\tWindsor\tHouse)\tcalled\t\u00E2\u0080\u009CTeacher\tTraining:\tWhat\tshould\t\u00E2\u0080\u0098Teacher\tTraining\u00E2\u0080\u0099\tLook\tLike\tfor\ta\tDemocratic\tSchool\tStaff\tPerson.\u00E2\u0080\u009D\tWe\tarrived\tat\tthe\tworkshop\tlocation\twith\tone\tclear\tgoal,\twhich\twas\tto\tinspire\tparticipants\tto\tfollow\ttheir\tdreams\tand\taspirations\tinstead\tof\tlecturing\tstudents\tto\tdo\tso.\tWe\tfacilitated\tan\tunstructured\tconversation\tabout\twhat\tit\tmeans\tto\tmodel\tliving\tour\tdreams\tand\twe\tshared\tideas.\tDuring\tthe\tworkshop,\twhich\tfor\tme\twas\takin\tto\tteh,\twe\talso\toffered\teveryone\ttwo\tminutes\tof\tquiet\tto\timagine\trealizing\tone\tmanageable\tdream\tfor\tthe\tcoming\tyear.\tAfter\tthe\ttwo\tminutes\thad\tpassed\tparticipants\twere\teager\tto\tshare\tand\tto\tstart\tliving\ttheir\tdreams.\tEach\tof\tus\tmade\ta\tpromise\tto\tourselves\twith\t50\tothers\tas\twitnesses.\tI\tremember\tseveral\tparticipants\u00E2\u0080\u0099\tdreams,\tand\tI\tespecially\tremember\tmine,\tas\tit\tcame\tto\tshape\tmy\tfamily\u00E2\u0080\u0099s\tfuture\tin\tVancouver.\tThis\tunderstanding\tlived\twithin\tme\tall\tthese\tyears,\tknowing\tthe\timportance\tof\tbeing\tit\tand\tliving\tit.\tThe\tdream\tI\tshared\twas\tsimple:\tto\tmove\tmy\tfamily\tto\tVancouver\tso\tI\tcould\tstudy\tand\twrite\tmy\tdoctoral\tdissertation\ton\tWindsor\tHouse.\tThe\tmoment\tarrived,\tyears\tpassed,\tand\tmy\tdream\tcame\ttrue.\tTherefore,\tI\twish\tto\tclose\tthis\tthesis\twith\ta\tshort\tstory\tI\tshared\ton\tmy\tblog\ton\tOctober\t20,\t2013:\t\t\u00E2\u0080\u009CDon\u00E2\u0080\u0099t\tdream\tit,\tbe\tit\u00E2\u0080\u009D\tRocky\tHorror\tPicture\tShow\t\tWorking,\tfor\tmany,\tmeans\ta\tbig\tpile\tof\thours\tnext\tto\tthe\tscreen,\ttyping,\tand\tdreaming\tabout\twhat\tI\twould\tdo\tafter\tI\tam\tdone.\tToday,\thowever,\tI\texperienced\ta\tspecial\tday\twhile\tvolunteering\tin\ta\tdemocratic\tschool\tin\tNorth\tVancouver.\tI\tgot\tto\twork\tas\tI\tdreamt\tabout\tin\tthe\tlast\tfew\tyears.\tThis\tschool,\tWindsor\tHouse,\twhich\thas\tbeen\taround\tfor\tmore\tthan\t40\tyears,\toffers\tan\talternative\tspace\tto\tbe\tand\tgrow\tin.\tThere\twas\ta\tmagical\tatmosphere\taround\tschool\ttoday\tin\tthe\tpreparation\tfor\tthe\tshow\ttonight.\tA\t\t 184\tgroup\tof\tteens\twith\tthe\thelp\tof\tyounger\tpeers,\teducators,\tand\tparents,\tput\ttogether\t[a\tproduction\tof]\tthe\tRocky\tHorror\tPicture\tShow.\tThey\twere\tbeyond\tinspiring.\u00E2\u0080\u00A6\tFor\tme,\t[they\tmeaning\tto]\tthe\tline\t\u00E2\u0080\u00A6\t\u00E2\u0080\u009CDon\u00E2\u0080\u0099t\tdream\tit,\tbe\tit\u00E2\u0080\u009D\tat\ta\ttruly\tpractical\tlevel.\tI\tsweat\ttoday,\tworking\ton\tthe\tset\twith\tdrills,\twood,\tand\tmore.\tI\tcannot\tname\tit\tyet,\tbut\tsomething\tlighted\tin\tme\ttoday\tthat\twill\tprobably\tnot\tlet\tme\tforget\tto\tbe\twhat\tI\tdream\tto\tbe.\tFuture\tThoughts\tPredicting\tthe\tfuture\timplications\tof\tthis\tstudy\tfor\tWindsor\tHouse\tor\tdemocratic\teducation\tmay\tbe\tcounterproductive\tbased\ton\tthe\tunderstanding\tand\tmeaning\tgathered\tand\tcreated\tthrough\tthis\tthesis.\tI\tbelieve\tit\twould\tbe\tdetrimental\tto\ttry\tto\timpose\tand\tconstruct\tthe\tfuture.\tAs\tsuch,\tthe\tfollowing\timplications\tare\toffered\tas\tsuggestions\tand\trepresent\tonly\ta\tfew\tof\tthe\tmany\tpossibilities\tthat\tthe\tfuture\tmay\thold.\t\tFuture\timplications\tfor\tWindsor\tHouse.\tMoving\tforward,\tI\tsuggest\tthe\tmeal\tmetaphor\tdescribed\tin\tthis\tchapter\tas\ta\tconcept\tfor\tthe\tWindsor\tHouse\tcommunity\tto\tconsider.\tAlthough\tthis\tdoes\toffers\ta\tframework,\tit\tis\talso\topen\tto\tinterpretation\tand\tadaptation.\tThe\tmeal\tconcept\tof\tsalatim,\tseh-oo-da,\tand\tteh\tmay\tprovide\tan\topportunity\tto\tobserve\tthe\tmeta-understanding\tof\tthe\tpresent.\tLooking\tinto\tthe\tmeta\tmeans\texamining\tthe\tbigger\tpicture,\tallowing\tpeople\tto\tfully\tgrasp\twhat\tleads\tto\twhat\tand\tdetermine\thow\tsomething\tworks.\tIf\tthis\tsuggestion\tis\tadopted,\tit\tis\timportant\tthat\tthe\tmeal\tconcept\tbe\tapplied\tas\ta\tcreative\tinspiration,\tnot\tas\ta\ttheory\tto\tfollow\tor\ta\tmeans\tto\tconstruct\tthe\tlived\teducation\texperience.\t\tFuture\timplications\tfor\tmainstream\teducation.\tTo\ttake\tthe\tmeaning\tand\tunderstanding\tfrom\tthis\tstudy\tand\timplement\tthem\tas\tis\tinto\tmainstream\teducation\tmay\tbe\tunjust\tto\tboth\tforms\tof\teducation.\tIt\twould\tbe\tunjust\tin\tterms\tof\topposing\ta\tperspective\tof\ta\tmeal\tconcept\t(as\tdiscussed\tin\tthis\tthesis)\tthat\tmay\tbe\tperceived\tas\tforeign\tin\tmainstream\teducation,\tsince\tthe\tcurrent\tframework\tin\tmainstream\teducation\tstill\trequires\tmeasurements,\tresults,\tand\tcomparisons.\t\t 185\t\tI\tbelieve\tthe\tmeaning\tand\tunderstanding\tthat\thave\tcome\tto\tthrough\tthis\tstudy\tmust\tbe\tadapted\tto\tfit\tinto\tand\tthereby\tbenefit\tthe\tmainstream\teducation\tsystem\taccording\tto\tthe\tstrengths\tand\tlimitations\tthat\texist\tacross\tall\tstreams\tof\teducation.\tThe\tfirst\tstep\twould\tbe\tto\twork\twith\tBiesta\u00E2\u0080\u0099s\t(2018)\tquestion:\tWhat\tdoes\teducation\tmeans\tto\tus,\tand\twhat\tcould\teducation\tmake\tpossible?\tThis\tis\tan\timportant\tstarting\tpoint\tthat\tcould\tlead\tto\tcomplicated\tconversations\tand\tenable\teducators\tto\tencounter\tthe\tchoices\twithin\tthe\tmainstream\teducation.\tThis\tinquiry\tcould\tthen\tbe\tcontinued\tby\tasking\tan\teducator\tin\tmainstream\teducation:\twhat\tam\tI\twilling\tto\trisk\tin\tmy\tteaching\tin\torder\tto\tmove\tfrom\twhat\teducation\tproduces\tto\twhat\teducation\tmeans\t(Biesta,\t2018)?\tThen,\tcontinuing\twith\ta\tfocus\ton\tpersonal\twork,\teducators\tcan\texamine\tthe\tnotion\tof\tradical\thospitality\tand\tdialogue\tfor\tthemselves.\t\tWhile\tlooking\tinto\tthe\tmeta-understanding\tof\tthe\tquestion\tof\twhat\teducation\tis\tfor\tand\thow\tdemocratic\teducation\thelps\tin\tachieving\tthis\tgoal,\tradical\thospitality\tcomes\tto\tassist\tus.\tAs\tBiesta\t(2016)\trefers\tto\tthree\tpotential\tpurposes\tof\teducation,\tthat\tis,\tqualification,\tsocialization,\tand\tsubjectification,\tradical\thospitality\tenables\tthose\tthree\tpurposes\tto\thappen\twith\trespect\tto\tpersonal\tdesires.\tIn\tother\twords,\tradical\thospitality\toffers\tunconditional\tacceptance\tto\tbe\tin\tthe\tmoment\tas\tthe\tstories\tof\tone\tanother\tunfold.\tIn\tdoing\tso,\tradical\thospitality\tholds\tspace\tfor\tsubjectification\tto\tunfold.\tSocialization\tand\tsubjectification\tare\tdominant\tprinciples\tof\tdemocratic\teducation\tand\tare\tsupported\tby\tthe\tlived\texperience\tof\tradical\thospitality.\tAt\ttimes,\tit\tis\thard\tto\thost\tradically\tthe\tself\tand\tothers,\tparticularly\tin\ta\tsystem\tthat\tcreates\tchallenging\tsituations\tin\tterms\tof\tcurriculum,\tgoals,\tpedagogies,\tand\tnorms.\tThis\tclaim\tmay\tconfuse\tus\tto\tthink\tthat\tthe\tact\tof\tradical\thospitality\tdoes\tnot\thave\tunworkable\tmoments,\tthat\tis,\tinhospitable\texperiences\tin\tdemocratic\teducation\tand\tbeyond,\twhich\tare\tnot\tthe\tcase.\tAlthough\tthe\tnotion\tof\thospitality\tin\tthe\tcontext\tof\tthis\tstudy\tmay\tbe\tperceived\tas\tentirely\tpositive,\tit\tis\timportant\tto\tbring\tforward\tthe\tnotion\tof\tthe\tinhospitable\twithin\thospitality.\tRadical\thospitality\toffers\tunconditional\tacceptance,\tyet\tthere\tmay\tbe\ttimes\twhen\tit\tis\tnot\tpossible\tto\toffer\tunconditional\tacceptance.\tThere\tare\tunworkable\tmoments\tand\tdifficult\tencounters\tin\tthe\tmix\tof\tremaining\tin\tthe\t\u00E2\u0080\u0098middle\tground\u00E2\u0080\u0099\tin\ta\t\u00E2\u0080\u0098grown-up\tway\u00E2\u0080\u0099\t(Biesta,\t2015).\tWhile\tbringing\tforward\tthe\tawareness\tto\tthe\t\t 186\ttension\tand\tchallenge\tthe\tnotion\tof\tradical\thospitality\tenables\tus\tto\tbe\tin,\tthe\tcritical\tview\tis\tpossible.\tWith\tthis\tpoint,\tI\tsuggest\tthat\tit\tis\timportant\tto\tbe\taware\tof\tthe\tlens\twe\tcome\twith\tto\tthe\tencounter\tof\tothers\tand\tself\tbased\ton\tpervious\texperiences\tin\tcommunity,\twhich\tmay\tlead\tto\tless\tworthy\tdynamic\tand\tproblematic\tpower\tstructures.\tI\targue\tthat\talthough\tthe\tnotion\tof\tradical\thospitality\tcalls\tfor\tcourage\tto\tengage\tin\tcomplicated\tconversation\tthat\tcan\tbe\tmessy\tat\ttimes,\tsometimes\tit\tis\tnot\tenough\tto\tcome\twith\tan\thonest\tand\theartfelt\tacceptance\tof\twhat\tI\tdo\tnot\tknow\tto\texperience\thospitality.\t\tThus,\tit\tis\timportant\tto\tbe\treminded\tof\tViktor\tFrankl\u00E2\u0080\u0099s\t(2006)\tstatement:\tWe\tmust\tnever\tforget\tthat\twe\tmay\talso\tfind\tmeaning\tin\tlife\teven\twhen\tconfronted\twith\ta\thopeless\tsituation,\twhen\tfacing\ta\tfate\tthat\tcannot\tbe\tchanged\t\u00E2\u0080\u00A6\twhen\twe\tare\tno\tlonger\table\tto\tchange\ta\tsituation;\twe\tare\tchallenged\tto\tchange\tourselves.\t(p.\t112)\t\tAs\tFrankl\t(2006)\tsuggests,\tmany\taspects\tin\tthe\teducation\tsystem\tare\tout\tof\teducators\u00E2\u0080\u0099\tcontrol.\tHowever,\teducators\tare\table\tto\tchallenge\tthemselves\tand,\tby\tdoing\tso,\texperience\twhat\tthey\tcan\toffer\tto\ttheir\tstudents.\tBronwen\t(personal\tcommunication,\tFebruary\t2,\t2019)\treferred\tto\tthe\tbig\tmove\tchallenges,\twhich\tcould\tbecome\thopeless\tsituation\tand\tturned\tout\tto\tbe\ta\tchallenge\tfor\teveryone:\tWhen\twe\twere\ttogether\tin\tone\tbuilding\tit\twas\tpossible\tto\tstay\tin\tour\tbubbles\tas\tstaff,\tstudents,\tand\tcommunity\tand\tour\trelationships\tcould\tremain\tmore\tsuperficial.\tSo\tsome\tof\tus\tmay\thave\tbumped\tinto\tmore\tpeople\tbut\tat\tthe\tsame\ttime\tavoidance\twas\ta\tpossibility\trather\tthan\tactually\tgetting\tto\tcore\tissues.\tI\tthink\tour\tdemocratic\tprocesses\twere\toften\ta\treflection\tof\tthat,\tallowing\tfor\treactivity\tand\tnot\tnecessarily\tany\tdeep\tunderstanding\tof\tsome\tpervasive\tsystemic\tand\tsocietal\tissues\tthat\texclude\tmany\tpeople\tfrom\tparticipating\tin\tmeaningful\tand\tfulfilling\tways.\tTo\tdo\tso\talone\tmay\tmiss\tthe\tchallenges\tand\tbenefits\tof\tcollaboration,\twhich\tenable\teducators\tto\tencounter,\thost\tothers\tradically,\tand\tdialogue.\tThus,\tit\tis\timportant\tto\tstart\tthis\tprocess\tas\ta\tteam\twhile\talso\tcollaborating\tin\tsocially\tartistic\tways.\tIn\tthis\tway,\tconfronting\thopeless\tchallenges\tis\treplaced\tby\ta\tsupportive\tthink\ttank,\twhich\tseeks\tto\thelp,\tinspire,\tand\tallow\tothers\tto\tshare\tthe\tjourney.\tAsking\tand\tanswering\tthese\tquestions\tmay\t\t 187\tnot\tbe\tintuitive\tat\tthe\tbeginning.\tAs\tsuch,\tit\tis\tcrucial\tand\tnecessary\tto\tobtain\tthe\tsupport\tof\tothers\twhile\tencountering\tdifficulties,\twonders,\tand\tdemocratic\trequirements\twithin\ta\tnon-democratic\tenvironment.\t\tImplications\tfor\tfuture\tresearch.\tTo\tcontinue\tthis\tinquiry\tfrom\twhere\tI\tleft\toff\twould\tbe\tfascinating\tas\talmost\tany\tnew\tjourney.\tMy\treason\tfor\tthis\tclaim\tis\tthat\tthe\tschool,\tWindsor\tHouse,\twent\tthrough\tenormous\tchanges\tfollowing\tthe\tstudy.\tWindsor\tHouse\tlost\tits\tbuilding\tand\twhile\tcontinuing\tto\tlook\tfor\ta\tnew\thome\tin\tVancouver,\tthe\tschool\toffers\ta\tmulti-campus\tmodel\twith\tactivities\tin\tdifferent\tlocations\taround\tVancouver\tand\tin\tNorth\tVancouver.\tThe\tnew\tsetting\tputs\tthe\tmeal\tmetaphor\tfrom\tthis\tstudy\tinto\ta\tquestion\tsince\ta\tgreat\tdeal\tof\teducators\u00E2\u0080\u0099\ttime\tis\tcurrently\tspent\ton\tlogistics\tand\tless\tof\tthe\tTeh\tpart\tof\tthe\tSeh-oo-da.\tThus,\tI\tsuggest\teducators\tcontinue\tto\tlisten\twith\tcuriosity\tto\twhat\tis\tcooking\tat\tthe\tmoment\twithout\tworrying\tabout\tthe\tresults\tand\tlooking\tfor\tnew\tmeaning\tfrom\tthe\tmeal\tmetaphor.\t\tFuture\timplications\tfor\tsocially\tengaged\tart-based\tpractices.\tImagining\tdifferent\tstudies\tusing\tcooking\tand\ta/r/tographic\tmethods\tin\tsocially\tengaged\tcollaborations\tin\tnew\tsettings\tand\tworking\tenvironments\tmakes\tme\tappreciate\tthese\tpractices.\tEmploying\tsocially\tengaged\tart-based\tpractices\tcan\tmake\tthe\tarts\tavailable\tto\tpeople\twho\tperceive\tthem\tas\tout\tof\treach\tfor\tmany.\tAnyone\tcan\tjoin\tin,\tregardless\tof\tability,\tas\tall\tthat\tis\ttruly\tneeded\tis\ta\twillingness\tto\ttake\tpart.\tI\temphasize\tthat\tthe\tcombination\tof\tcooking\ttogether\twhile\tkeeping\tin\tmind\tpeople\u00E2\u0080\u0099s\tspecial\tdietary\trequirements\tbrought\ta\tsense\tof\tinclusiveness\tand\topened\tparticipants\tup\tto\tplurality\tand\tacceptance.\tFor\tthe\ta/r/tographic\tprocess,\tI\tbelieve\tthe\twritten\treflection\tportion,\twhich\tI\tshared\tin\tpart\tthrough\tpoems\tand\tblog\tposts,\tcarries\tthe\tpromise\tof\tthe\timaginative\tand\tof\thope.\tThe\ta/r/tographic\tprocess\tgives\tparticipants\tpermission\tto\texplore\tthrough\tan\tartistic\tprocess,\twhich\tis\tcrucial\tin\tour\tage\tof\tproductivity\tand\taccountability.\tThis\toccurs\tbecause\tthe\ta/r/tographic\tinquiry\topens\tpossibilities\tof\tpersonal\treflection\tand\tgrowth\twhile\tdwelling\tbetween\tdifferent\troles.\t\tThis\tstory\tof\tWindsor\tHouse\tshould\tbe\tconsidered\tas\ta\tbeginning\tof\ta\tnew\tpresent.\tI\twish\tto\tjoin\tMeghan\twith\ther\tvision:\t\t 188\tIdeally\tfor\tme\tthere\tis\tsomething\tcore\tto\tdemocratic\teducation,\tand\tfor\tme\tit\tis\tbeyond\tdemocratic\teducation.\tIt\tis\tabout\tthe\toppression\tof\tchildren,\tand\tI\tthink\tthat\tthe\toppression\tof\tchildren\tis\twhat\tleads\tto\tmost\tif\tnot\tall\tof\tthe\tsorrows\tof\tthe\tworld\t\u00E2\u0080\u00A6\tis\tbecause\twe\traise\tour\tchildren\tin\tways\tthat\tleaves\tthem\ttraumatized\tand\thurt,\tand,\tlike\tattachment\tparenting,\u00E2\u0080\u00A6\ttrying\tto\tget\tto\ta\tcore\tplace\tof\twhat\tworks\tbest\temotionally\tand\tbiologically\tand\tall\tthose\tother\tareas\tfor\tchildren\tto\tbring\tthem\tinto\tthe\tworld\tas\tthe\tmost\tcapable,\tloving\tpeople\tthat\tthey\tcan\tbe.\tFor\tme\tthe\tonly\treason\tI\tam\tdoing\tdemocratic\teducation\tis\tit\tfeels\tthe\tbest\tI\tcame\tacross\ttowards\tan\textension\tof\tattachment-style\tparenting\tinto\tgrowing\tup\t\u00E2\u0080\u00A6\tthe\treal\tskills\tyou\tneed\tto\tbe\table\tto\thave\tto\tlive\tin\ta\tcomplex\tdensely\tpopulated\tcommunity,\tlike\twe\thave\tnow\ton\tthe\tEarth,\tand\tI\tthink\tthat\tif\twe\tcould\tpull\tit\toff\there,\tand\tif\tyou\tcan\ttell\tthe\tstory\tabout\tit,\tif\tpeople\twho\tcome\tto\tWindsor\tHouse\tcan\ttell\tthe\tstory\tabout\tit.\tIt\tis\tnot\tabout\tWindsor\tHouse\tbeing\tthe\tmodel;\tit\tis\tabout\tbeing\tpart\tof\ta\tlarger\tworld,\tyou\tknow,\tpiece\tof\twork\tto\tmake\tthis\twhatever,\tright,\texists.\tSo\tpeople\tknow\tyou\tcan\tdo\tit.\tThat\u00E2\u0080\u0099s\twhy\tI\tam\tsort\tof,\tyeah,\tlet\u00E2\u0080\u0099s\tgrow\tby\t40\tkids\tthis\tyear.\tLet\u00E2\u0080\u0099s\ttry\ttaking\ta\twhole\tpile\tof\tstuff.\t\tCan\twe\tpull\tit\toff?\tCan\twe\tdo\tthis?\tKeeping\ta\tsense\tof\tawe,\twonder,\tand\tgratitude.\tRecently,\tthe\tWindsor\tHouse\tcommunity\thas\tbeen\texperiencing\tfirst\thand\tthe\tprocess\tof\tcurrere,\tas\tdefined\tby\tPinar\t(1994).\tThis\tprocess\tinvolves\tslowing\tdown\tand\tre-entering\tthe\tpast,\tturning\tto\ta\tmeditatively\timagined\tfuture,\tthen\tbeing\tin\tan\tanalytic\tmoment\twhen\tone\tanalyzes\tthe\tpast\tand\tthe\timaginative\tfuture\tinto\tan\tunderstanding\tthe\tpresent,\tand,\tlast,\tre-entering\tthe\there-and-now\tlived\tpresent.\t\tIt\tall\tbegan\tonly\tseveral\tweeks\tbefore\tthe\tsubmission\tof\tthis\tthesis,\twhen\tthe\tWindsor\tHouse\tcommunity\twas\tput\tin\ta\tnew\tevolutionary\tsituation.\tJust\tbefore\tthe\t2019\tspring\tbreak,\tthe\tboard\tof\tthe\tGulf\tIslands\tSchool\tDistrict\tvoted\tto\tclose\tdown\tthe\tschool\tat\tthe\tend\tof\tthis\tschool\tyear.\t\tThe\tGulf\tIslands\tSchool\tDistrict\tadopted\tWindsor\tHouse\t8\tyears\tago,\tafter\tthe\tschool\twas\tvoted\tdown\tby\tthe\tNorth\tVancouver\tSchool\tDistrict\tin\t2011.\tIt\twas\tknown\tfor\ta\tnumber\tof\tyears\tthat\tit\twas\tdifficult\tfor\tthe\tGulf\tIslands\tSchool\tDistrict\tto\tadminister\ta\t\t 189\tschool\tat\tsuch\ta\tgeographic\tdistance.\tThis\tclosure\tstill\tfeels\tchallenging\tto\tmany.\tThe\tWindsor\tHouse\tschool\tcommunity\thas\tbeen\tasked\tagain\tto\tstay\topen\tto\tinterruptions\tand\tto\tcome\tup\twith\tcreative\tadaptations.\tThe\tofficial\tannouncement\tfrom\tthe\tschool\tboard\tindicated\tthe\treason\tfor\tthe\tclosure\tis\tfinancial,\tnot\tideological.\tAs\tmentioned\tin\tChapter\t5,\tthe\tclosure\tof\tWindsor\tHouse\tis\tpartially\tfinancial\tand\tpartially\tpart\tof\ta\tbigger\tsystematic\tongoing\tglobal\tstruggle\tof\tlacking\tsupport\tby\tthe\tauthorities\tin\tterms\tof\tproviding\tspaces\tfor\tdemocratic\tschools,\tas\twell\tas\tdefending\ttheir\tcurriculum\tand\tpedagogies.\tThe\tfact\tthat\tthe\tschool\twas\tadopted\tin\tthe\tfirst\tplace\tby\ta\tdifferent\tschool\tdistrict\tthan\tits\tlocal\tone,\twhere\tmost\tof\tthe\tstudents\tlive,\thighlights\ta\tbigger\tissue.\tAs\tsuch,\tit\tis\timportant\tto\tnot\tfocus\ton\tthe\tdecisions\tmade\tby\tthe\tNorth\tVancouver\tand\tthen\tGulf\tIsland\tdistricts.\tRather,\tit\tis\timportant\tto\tnotice\tthat\tthe\tstruggle\tmakes\tits\tmark\ton\tpeople\ton\ta\tpersonal\tlevel\tas\twell\tas\tat\tthe\tschool\u00E2\u0080\u0099s\toperation\tlevel.\tThe\tcommunity\tis\tasked\tto\tconstantly\tlive\twith\tthe\tambiguity,\tadaptations,\tand\tthe\tchanges\tneeded.\tHowever,\tthankfully\tthere\tare\tmany\tvisionaries\tand\tdreamers\twith\tyears\tof\twisdom\tin\tthis\tcommunity\twho\tare\talready\tworking\ttoward\tthe\tnew\tevolution\tof\tWindsor\tHouse\tcommunity.\tAs\tDeckelbaum\t(2017)\twrote\tand\tsings,\t\u00E2\u0080\u009CSo\tlet\tus\tall\tget\ttogether\twith\tour\twisdom;\tOut\tof\tthe\tsystem;\tRemembering\tto\tlisten;\tSpinning\tin\tthe\trhythm\tof\tour\thome.\u00E2\u0080\u009D\tWhile\tnaming\tthis\tlast\tchapter,\t\u00E2\u0080\u009CThe\tEnd\tof\tthe\tBeginning,\u00E2\u0080\u009D\tI\tcould\tnot\thave\timagined\tthis\toutcome.\tAs\tdiscussed\tin\tChapter\t5,\tunder\tthe\tsubtitle\t\"Interruption\tWings\tLook\tfor\tAdaptation\tBranches,\u00E2\u0080\u009D\tthe\tstory\tof\tWindsor\tHouse\thas\tfor\tyears\tbeen\tan\texample\tof\ta\tlived\texperience\tof\t\u00E2\u0080\u009Cwhat\tif?\"\tHow\tis\tinterruption\tgoing\tto\tunfold?\tAnd\twhat\tcomes\tnext?\tClearly,\tbeing\tinterrupted\traises\tnew\tchoices,\tnew\topportunities\tfor\tfurther\tchanges,\tand\tenables\tcommunity\tmembers\tto\trethink\tguidelines\twithin\ta\tcommunity.\tMany\twithin\tthe\tWindsor\tHouse\tcommunity\tengage\twith\tthis\tinterruption\tas\tan\topportunity\tto\tbegin\tagain.\tThis\tis\tsimilar\tto\tArendt\u00E2\u0080\u0099s\t(1958)\toffer\twith\ther\tnotion\tof\tthe\tencounter.\t\tIn\tthis\tmoment\tin\ttime,\tI\twish\tto\tend\tthis\tthesis\twith\ta\tshort\texcerpt\tof\tMeghan\u00E2\u0080\u0099s\tannouncement\tletter\tto\tthe\tentire\tcommunity,\tsent\ton\tMarch\t14,\t2019:\tAs\ta\tcommunity\twe\tare\tgoing\tto\thave\tto\tfigure\tout\tways\tto\tsupport\teach\tother\tthrough\tthis\ttransition.\tPlease\ttake\tthe\ttime\tover\tthe\tbreak\tto\tdo\tyour\town\tprocessing.\tWhen\t\t 190\twe\tcome\tback\ttogether\twe\tcan\tmove\tforward\twith\tthe\tbest\tsteps\tpossible,\tfor\tfamilies,\tand\tour\tcommunity.\tWe\twill\tbe\tfocusing\ton\tthe\tneeds\tof\tthe\tstudents\tat\tschool\tand\tmaintaining\ta\tcaring\tand\tsupportive\tlearning\tenvironment.\tNo\tdoubt\tthere\twill\tbe\tmany\tquestions\tover\tthe\tnext\twhile,\tand\tI\tencourage\tyou\tto\tshare\tthem\twith\tthe\tboard\t\u00E2\u0080\u00A6\tI\tlove\tyou\tall\tfrom\tthe\tbottom\tof\tmy\theart.\tRemember\tschools\tcan\tclose\tbut\tnot\tcommunities.\tTake\tcare\tof\tyourself\tover\tthe\tbreak.\t\t\t 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204\tStern,\tB.\tS.,\t&\tMadison,\tJ.\tM.\t(Eds.).\t(2007).\tCurriculum\tand\tTeaching\tDialogue,\t9(1/2).\tCharlotte,\tNC:\tInformation\tAge.\t\tStewart,\tS.\t(1993).\tLovers\tand\twarriors:\tAural/photographic\tcollaborations.\tUnpublished\tmaster\u00E2\u0080\u0099s\tthesis,\tSimon\tFraser\tUniversity,\tVancouver,\tBritish\tColumbia.\t\tStudio\tBandana\tTV.\t(2011,\tDecember\t9).\tRirkrit\tTiravanija\t\u00E2\u0080\u0093\tInterview\tby\tStudio\tBanana\tTV\t[Video\tfile].\tRetrieved\tfrom\thttps://www.youtube.com/watch?v=VyYi6DooV-k\tSummerhill.\t(n.d.).\tSummerhill\t\u00E2\u0080\u0093\tan\toverview.\tRetrieved\tfrom\thttp://www.summerhillschool.co.uk/an-overview.php\tSwanson,\tD.\tM.\t(2008).\tShadows\tbetween\tus:\tAn\ta/r/tographic\tgaze\ton\tissues\tof\tethics\tand\tactivism.\tIn\tS.\tSpringgay,\tR.\tL.\tIrwin,\tC.\tLeggo,\t&\tP.\tGouzouasis.\t(Eds.),\tBeing\twith\ta/r/tography\t(pp.\t179\u00E2\u0080\u0093185).\tRotterdam,\tThe\tNetherlands:\tSense.\tVerwoert,\tJ.\t(2013).\tThe\tanti-angelic\thost:\tReading\tthe\tpolitics\tof\thosting\tculture\tthrough\tthe\twriting\tof\tVirginia\tWoolf.\tIn\tS.\tSmith\t(Ed.),\tFeast:\tRadical\thospitality\tin\tcontemporary\tart\t(pp.\t320\u00E2\u0080\u0093380).\tChicago,\tIL:\tThe\tSmart\tMuseum\tof\tart:\tUniversity\tof\tChicago.\tWasserman,\tJ.\t(2019,\tJanuary\t18).\tTheatre\treview:\tMrs.\tKrishnan\therself\tis\tthe\treason\tto\tattend\tthis\tparty.\tVancouver\tSun.\tRetrieved\tfrom\thttps://vancouversun.com\t/entertainment/local-arts/theatre-review-mrs-krishnan-herself-is-the-reason-to-attend-this-party\tWenger,\tE.\t(1998).\tCommunities\tof\tpractice:\tLearning,\tmeaning,\tand\tidentity.\tEngland,\tUK:\tCambridge\tUniversity\tPress.\t\t 205\tWenger,\tE.\t(2013).\tCommunities\tof\tpractice:\tA\tbrief\tintroduction.\tRetrieved\tfrom\thttp://www.uwoakville.org/wpv3/wp-content/uploads/2013/12/Communities-of-Practice-introduction-document.pdf\tWindsor\tHouse\tSchool.\t(n.d.).\tCore\tprinciples.\tRetrieved\tfrom\thttp://windsorhouseschool.org/core-principles-2/\tWoo,\tA.\t(2016,\tSeptember\t6).\tCash-strapped\tschools\tnot\tequipped\tto\tteach\tnew\tB.C.\tcurriculum:\tUnion.\tThe\tGlobe\tand\tMail.\tRetrieved\tfrom\thttps://beta.theglobeandmail.com/news/british-columbia/cash-strapped-schools-not-equipped-to-teach-new-bc-curriculum-union/article31739097\tWoolf,\tV.\t(1981).\tTo\tthe\tlighthouse.\tNew\tYork,\tNY:\tHarcourt.\tZank,\tM.\t(2007).\tMartin\tBuber.\tIn\tStanford\tencyclopedia\tof\tphilosophy.\tRetrieved\tfrom\thttps://plato.stanford.edu/archives/fall2008/entries/buber/\tZappen,\tJ.\tP.\t(2004).\tThe\trebirth\tof\tdialogue:\tBakhtin,\tSocrates,\tand\tthe\trhetorical\ttradition.\tNew\tYork,\tNY:\tSunny\tPress.\t\t\t 206\tAppendix\tA:\tInvitation\tLetter\t\tCreating\tMeanings\tof\tDemocratic\tEducation:\tEngaging\tin\tComplicated\tConversations\tWith\tand\tWithin\ta\tDemocratic\tSchool\tCommunity\tUsing\tCooking\tas\tArt-Making\tI\tam\ta\tPhD\tCandidate\tin\tthe\tCurriculum\tand\tPedagogy\tdepartment\tin\tSchool\tof\tEducation\tat\tthe\tUniversity\tof\tBritish\tColumbia\t(UBC).\tI\tam\tlooking\tfor\tparticipants\tfor\tmy\tstudy\tabout\thow\tcreating\tmeanings\tof\tdemocratic\teducation\twhile\tcollaboratively\tcooking\tand\tsharing\tmeals\tcan\tfacilitate\tmeaningful\tdialogues,\tbridge\ttheory\tand\tpractice,\tand\toffer\tcommunal\taspects\tincluding\thospitality,\ttogetherness,\tand\tkindness.\tThis\tresearch\tis\tdone\tunder\tthe\tguidance\tof\tthe\tPrincipal\tInvestigator,\tProfessor\t[email\taddress],\toffice\tnumber:\t[telephone\tnumber].\tThe\tstudy\thas\tthree\tphases.\tFirst,\twe\twill\tmeet\tindividually\tor\tin\tsmall\tgroups\tfor\tunstructured\tentry\tinterview\tto\tgenerate\tpersonal\tmeanings\tof\tdemocratic\teducation\tbefore\tparticipating\tin\tthe\tstudy.\tEach\tparticipant\twill\talso\tbe\tencouraged\tto\treflect\tin\twriting\ton\tthe\tprocess\tof\tcreating\tmeanings\tof\tdemocratic\teducation\tand\tbridging\ttheory\tand\tpractice\ton\ta\tpersonal\tlevel.\tThe\tstudy\tcontinues\tin\tfour\tlarge-group\tmeetings\tin\twhich\twe\twill\thave\tcomplicated\tconversations\tas\ta\twhole\tgroup\twhile\tcollaboratively\tcooking.\tThe\tconversations\twill\tfocus\ton\tmeanings\tand\tmechanisms\tof\tdemocratic\teducation.\tThe\tmeetings\twill\tbe\trecorded\tthrough\tphotos,\tfield\tnotes,\tand\tvideo.\tFinally,\tfollowing\tthe\tgroup\tmeetings,\tthere\twill\tbe\ta\tfollow\tup\texit\tinterview\tin\tsmall\tgroups\tto\trevisit\tyour\tmeanings\tof\tdemocratic\teducation,\tthe\tinfluence\tif\tany\tof\tthe\tcollaborative\tcooking,\tand\tif\tbridging\ttheory\tand\tpractice\toccurred.\tTo\tparticipate\tin\tthis\tstudy,\tindividuals\tmust\tbe:\t1.)\tTeachers\twho\tare\tteaching\tin\tWindsor\tHouse\tSchool;\t2.)\tConsent\tadults;\tand\t3.)\tInterested\tand\twilling\tto\tparticipate\tin\teach\tof\tthe\tthree\tstages\tdescribed\tabove\tand\tin\tthe\tattached\t\u00E2\u0080\u009CConsent\tForm\u00E2\u0080\u009D.\tIf\tyou\twould\tlike\tto\tlearn\tmore\tabout\tthis\tstudy\tand/or\tare\tinterested\tin\tparticipating,\tplease\tcontact\tme\tat\tthe\tphone\tnumber\tor\temail\tprovided\tbelow.\tSincerely,\tOfira\tRoll,\tPhD\tCandidate,\tCurriculum\tand\tPedagogy,\tSchool\tof\tEducation\tUniversity\tof\tBritish\tColumbia\tHome\tOffice:\t[telephone\tnumber]\tCell\tPhone:\t[telephone\tnumber]\tEmail:\t[email\taddress]\t\t 207\tAppendix\tB:\tConsent\tForm\t\tCreating\tMeanings\tof\tDemocratic\tEducation:\tEngaging\tin\tComplicated\tConversations\tWith\tand\tWithin\ta\tDemocratic\tSchool\tCommunity\tUsing\tCooking\tas\tArt-Making\tWho\tis\tconducting\tthis\tstudy?\tPrincipal\tInvestigator:\tDr.\tRita\tIrwin,\tProfessor,\tDepartment\tof\tCurriculum\tand\tPedagogy,\tFaculty\tof\tEducation,\tUniversity\tof\tBritish\tColumbia.\tEmail:\t[email\taddress];\toffice\tnumber:\t[telephone\tnumber].\tGraduate\tStudent\tand\tMain\tContact:\tMs.\tOfira\tRoll\t(M.Ed.)\tFaculty\tof\tEducation,\tUniversity\tof\tBritish\tColumbia,\t[address];\tHome\tOffice:\t[telephone\tnumber];\tCell\tPhone:\t[telephone\tnumber];\tEmail:\t[email\taddress].\tThis\tstudy\tis\tbeing\tundertaken\tas\tpart\tof\tthe\tMs.\tRoll\u00E2\u0080\u0099s\tPhD\tgraduate\tthesis\tand,\tas\tsuch,\tis\tbeing\tconducted\tunder\tthe\tauspices\tof\tUniversity\tof\tBritish\tColumbia.\t\tWhy\tshould\tyou\ttake\tpart\tin\tthis\tstudy?\tWhy\tare\twe\tdoing\tthis\tstudy?\tYou\tare\tinvited\tto\ttake\tpart\tin\tthis\tresearch\tstudy\tbecause\tyou\tare\tteaching\tin\tWindsor\tHouse\tSchool.\tThis\tstudy\twill\thelp\tyou\tlearn\tmore\tabout\tmeanings\tof\tdemocratic\teducation\t\tfor\tyou\tand\tyour\tcolleagues.\tThis\tinvestigation\twill\ttake\tplace\twhile\tcooking\ttogether.\tThus,\tit\tis\talso\tan\topportunity\tfor\tyou\tto\texperience\tcooking\ttogether\tas\tan\tartistic\tway\tof\tbeing\ttogether,\twhile\tparticipating\tin\ta\tdialogue\twith\tother\tteachers.\tThis\tstudy\tis\tmeant\tto\tinform,\texchange\topinions,\tcreate\tand\tshare\tmeanings\tbetween\tteachers\tin\tthe\tschool,\tteachers\tand\tcommunity,\tand\talso\tteachers\tand\tother\tschools\tcommunities.\tYour\tparticipation\tis\tvoluntary.\tYou\thave\tthe\tright\tto\trefuse\tto\tparticipate\tin\tthis\tstudy.\tIf\tyou\tdecide\tto\tparticipate,\tyou\tmay\tstill\tchoose\tto\twithdraw\tfrom\tthe\tstudy\tat\tany\ttime\twithout\tnegative\tconsequences.\tIf\tyou\tchoose\tto\tenter\tthe\tstudy\tand\tthen\tdecide\tto\twithdraw\tat\ta\tlater\ttime,\tall\tthe\tdata\tcollected\tabout\tyou\tduring\tyour\tenrolment\tin\tthe\tstudy\twill\tbe\tdestroyed\tupon\tyour\trequest.\tHow\tis\tthe\tstudy\tdone?\tIf\tyou\tagree\tto\tparticipate\tin\tthis\tstudy\tyou\twill\tbe\tasked\tto\ttake\tpart\tin\tthe\tfollowing\tthree\tresearch\tstages,\twhich\twill\tbe\tundertaken\tover\ta\tperiod\tof\tsix\tto\teight\tmonth.\tEach\tof\tthese\tstages\twill\taccommodate\tyour\tand\tyour\tcolleagues\u00E2\u0080\u0099\tschedule.\tStage\t1.\tSmall\tGroups\tor\tIndividual\tUnstructured\tEntry\tInterview\t\t 208\tYou\twill\tbe\tasked\tto\tparticipate\tin\tan\tunstructured\tinterview\twhere\tyou\twill\tbe\tasked\tto\tshare\tyour\tmeanings\tof\tdemocratic\teducation.\tThese\tinterviews\twill\tbe\tan\topportunity\tto\treflect\ton\teach\tteacher\u00E2\u0080\u0099s\tpersonal\tunderstanding\tof\tdemocratic\teducation.\tInterviews\twill\tbe\taudio-recorded\tand\tsummarized\tin\twritten\tnotes.\tFollowing\tthe\tinterviews,\tthe\tmain\tcontact,\tMs.\tRoll,\twill\trecommend\tall\tparticipants\tto\trecord\tongoing\treflections\tas\tpart\tof\tthe\ta/r/tographic\tprocess,\tincluding\treflexive\twritings.\tStage\t2.\tGroup\tmeetings\twhile\tcooking\tcollaboratively\tThe\tmain\tcontact,\tMs.\tRoll,\twill\tconduct\tfour\tmeetings,\tof\tthree\thours\teach,\tin\twhich\tall\tparticipants\twill\thave\tcomplicated\tconversations\twhile\tcooking\tcollaboratively.\tThe\tconversations\twill\tfocus\ton\tmeanings\tof\tdemocratic\teducation\tand\tits\tmechanisms.\tThe\tintention\tof\tthese\tcomplicated\tconversations\tis\tto\tlearn\tfrom\tand\tparticipate\tin\tcreating\tmeanings\twhile\tcooking\tand\teating,\twhere\teducational\texperiences\tof\tdemocratic\teducation\toccur.\tThese\tmeetings\twill\tbe\trecorded\tthrough\tpictures,\twritten\tnotes,\tand\tvideo.\tStage\t3.\tSmall\tGroups\tor\tIndividual\tUnstructured\tExit\tInterview\tThe\tmain\tcontact,\tMs.\tRoll,\twill\tconduct\tunstructured\tinterviews\tfollowing\tthe\tlast\tgroup\tmeeting.\tThese\tinterviews\twill\ttake\tplace\teither\tin\tsmall\tgroups\tor\tindividually\tand\twill\tconsist\tthe\tfinal\tdata\tcollection\tphase.\tIs\tthere\tany\tway\tbeing\tin\tthis\tstudy\tcould\tbe\tbad\tfor\tyou?\tWe\tdo\tnot\tthink\tthat\tthere\tis\tanything\tin\tthis\tstudy\tthat\tcould\tharm\tyou\tor\tbe\tbad\tfor\tyou.\tYou\tare\tnot\tput\tat\tany\tgreater\trisk\tthan\tyou\twould\tbe\tif\tyou\tinitiated\tdialogue\twith\tanother\tteacher\ton\tyour\town\tand/or\tthrough\tprofessional\tdevelopment\tactivities\tfocusing\ton\tthe\tmeanings\tof\tdemocratic\teducation.\tHowever,\tas\tthe\tnature\tof\tthis\tstudy\tis\tto\tshare\tand\tdiscuss\tdifferent\tpersonal\tmeanings\tand\topinions,\tyou\tmay\thear\tperspectives\tand\tinteroperations\tthat\tmay\tchallenge\tand/or\tcomplicate\tyour\town.\tPlease\tlet\tthe\tmain\tcontact,\tMs.\tRoll,\tknow\tif\tyou\thave\tany\tconcerns.\tWill\tbeing\tin\tthis\tstudy\thelp\tyou\tin\tany\tway?\tWhat\tare\tthe\tbenefits\tof\tparticipating?\tParticipating\tin\tthis\tstudy\twill\tallow\tyou\tto\tengage\twith\tand\tbroaden\tyour\tmeanings\tof\tdemocratic\teducation\tin\trelation\tto\tyour\tcolleagues\tas\twell\tas\trecognizing\tyour\tinsights\tas\tvaluable\tcontribution\tto\ta\tbroader\tunderstanding\tof\tdemocratic\teducation.\tIn\taddition,\tyou\tmay\talso\tbenefit\tfrom\tthis\topportunity\tto\trevisit,\tredefine,\tand\texplore\tnew\tideas\trelated\tto\tyour\tand\tyour\tcolleagues\u00E2\u0080\u0099\tmeanings\tof\tdemocratic\teducation.\tThe\tcollaborative\tnature\tof\tthis\tstudy\twill\talso\tallow\tyou\tto\texperience\tgroup\tcooking,\tas\twell\tas\tcommunal\tmeals.\tWill\tyou\tbe\tpaid\tfor\tyour\ttime/taking\tpart\tin\tthis\tresearch\tstudy?\tYou\twill\tnot\tbe\tpaid\tfor\tthe\ttime\tyou\ttake\tto\tparticipate\tin\tthis\tstudy.\tHowever,\tall\tcosts\tassociated\twith\tthe\tmeals\twill\tbe\tcovered.\tHow\twill\tyour\tidentity\tbe\tprotected?\tHow\twill\tyour\tprivacy\tbe\tmaintained?\tDue\tto\tthe\tnature\tof\tthe\tgroup\tstudy,\tyour\tconfidentiality\tcannot\tbe\tguaranteed.\tAt\tyour\trequest,\tyou\twill\tbe\tassigned\ta\tpreferred\tpseudonym\tthat\twill\tappear\tin\tany\twritten\tand/or\tdigital\tmaterials\tproduced\tthrough\tthis\tstudy.\tAt\tyour\trequest,\timages\tand/or\t\t 209\tvoices\tcontained\tin\tyour\tinterview\tand/or\tgroup\tmeetings,\twhich\tyou\twould\tprefer\tnot\tto\thave\tmade\tpublic,\twill\tbe\tdistorted.\tHowever,\twithin\tthe\tgroup\tmeetings,\tyour\tidentity\twill\tbe\tknown\tto\tyour\tpeers.\tOver\tthe\tcourse\tof\tthe\tstudy,\tmost\tof\tthe\tdata\twill\tbe\tdigital.\tThe\tdata\twill\tinclude\taudio-recordings\tof\tthe\tinterviews,\tfield\tnotes\tfrom\tthe\tgroup\tmeetings,\tphotos\tand\tvideos\tfrom\tthe\tcooking\tsessions,\tand\tpersonal\treflections.\tThe\tonly\tform\tof\tnon-digital\tdata\tmay\tbe\tpersonal\treflections\tfrom\tparticipants.\tThese\twill\tbe\tscanned\tto\tbecome\tdigital.\tTherefore,\tall\tdata\twill\tbe\tstored\telectronically\ton\ta\tpassword-protected\tcomputer.\tNo\tdata\twill\tbe\tkept\ton\tthe\tweb.\tStudy\tResults:\tThe\tresults\tof\tthis\tstudy\twill\tbe\treported\tin\ta\tgraduate\tthesis\tand\tmay\talso\tbe\tpublished\tin\tjournal\tarticles\tand/or\tbooks\t(following\tthe\tterms\tof\tthe\tconsent\tforms).\tAt\tyour\trequest,\tan\telectronic\tand/or\thard\tcopy\tof\tthe\tprimary\tcontact\tcompleted\tand\tdefended\tthesis\twill\tbe\tprovided\tto\tyou.\tTo\tfacilitate\tthis,\tplease\tprovide\tyour\temail\tand/or\tmailing\taddress\twhere\tdesignated\tbelow\tunder\t\u00E2\u0080\u009CParticipant\tConsent\tand\tSignature.\u00E2\u0080\u009D\tWho\tcan\tyou\tcontact\tif\tyou\thave\tquestions\tabout\tthe\tstudy?\tPlease\tcontact\tMs.\tRoll\twith\tany\tinquires\tconcerning\tthe\tprocedures\tfor\tthis\tstudy.\tThe\tmain\tcontact\tinformation\tis:\tOfira\tRoll,\tFaculty\tof\tEducation,\tUniversity\tof\tBritish\tColumbia,\t[address];\tTelephone:\t[telephone\tnumber];\tEmail:\t[email\taddress].\tWho\tcan\tyou\tcontact\tif\tyou\thave\tcomplains\tor\tconcerns\tabout\tthe\tstudy?\tIf\tyou\thave\tany\tconcerns\tor\tcomplaints\tabout\tyour\trights\tas\ta\tresearch\tparticipant\tand/or\tyour\texperiences\twhile\tparticipating\tin\tthis\tstudy,\tcontact\tthe\tResearch\tParticipant\tComplaint\tLine\tin\tthe\tUBC\tOffice\tof\tResearch\tEthics\tat\t[telephone\tnumber]\tor\tif\tlong\tdistance\te-mail\t[email\taddress]\tor\tcall\ttoll\tfree\t[telephone\tnumber].\tParticipating\tConsent\tand\tSignature:\tTaking\tpart\tin\tthis\tstudy\tis\tentirely\tup\tto\tyou.\tYou\thave\tthe\tright\tto\trefuse\tparticipation\tin\tthis\tstudy.\tIf\tyou\tdecide\tto\ttake\tpart,\tyou\tmay\tchoose\tto\tpull\tout\tof\tthe\tstudy\tat\tany\ttime\twithout\tgiving\ta\treason\tand\twithout\tany\tnegative\timpact.\tYour\tsignature\tbelow\tindicates\tthat\tyou\tconsent\tto\tparticipate\tin\tthis\tstudy\tand\tthat\tyou\thave\treceived\ta\tcopy\tof\tthis\tconsent\tform\tfor\tyour\town\trecords.\t\t \tParticipant\tSignature\t Date\t(yyyy/mm/dd)\t\t \tPrinted\tName\tof\tthe\tParticipant\t(signing\tabove)\t\t \tRequested\tPseudonym,\tif\tdesired\t(please\tprint)\t\t \tEmail\tand/or\tMailing\tAddress\t(please\tprint)\t\t 210\tAppendix\tC:\tUnstructured\tQuestions\tfor\tCreating\tMeanings\tof\tDemocratic\tEducation\tInterview\tCreating\tMeanings\tof\tDemocratic\tEducation:\tEngaging\tin\tComplicated\tConversations\t1.\t (Personal):\tYou\thave\tbeen\tteaching\tin\tWindsor\tHouse\tSchool\tand\tchoose\tto\tjoin\tthis\tstudy\tof\tcreating\tmeanings\tof\tdemocratic\teducation.\t\u00E2\u0080\u00A2 What\tdid\tlead\tyou\tto\tteach\tin\tthis\tschool?\t\u00E2\u0080\u00A2 What\tdo\tyou\tbring\tfrom\tyourself\tto\tyour\tteaching\tin\tWindsor\tHouse\tSchool?\tIs\tit\tdifferent\tin\tdifferent\tteaching\tsetting\tfor\tyou?\t\u00E2\u0080\u00A2 If\tyou\thave\tchosen\tto\tteach\tin\tWindsor\tHouse\tSchool\tfor\tthe\tfact\tit\tis\ta\tdemocratic\tschool,\tcan\tyou\tplease\ttell\tme\tmore\tabout\tyour\treasons,\tfeelings,\tthoughts?\t\u00E2\u0080\u00A2 How,\tif\tat\tall,\tdo\tyou\tunderstand\tmeanings\tof\tdemocratic\teducation\tand/or\tteaching\tin\ta\tdemocratic\tschool\trelated?\t2.\t (Personal\tmeets\tthe\tgroup):\tAs\tyou\tknow,\tthe\tstories,\tmeanings,\tand\tfeelings\tthat\tyou\thave\tshared\ttoday\twill\tbe\tlead\tour\tgroup\tmeetings\twith\tall\tparticipants.\t\u00E2\u0080\u00A2 What\tdo\tyou\twant\tthe\tgroup\tto\tlearn\tand/or\tunderstand\tabout\tyou\tand/or\tyour\treasons,\tmeanings,\tand\tfeelings?\t\u00E2\u0080\u00A2 What\tdo\tyou\twant\tthe\tgroup\tlearn\tand/or\tunderstand\tabout\thow\tthe\tmeanings\tof\tdemocratic\teducation\thave\timpacted\tyour\tlife\tand/or\tteaching?\t\u00E2\u0080\u00A2 What\tdo\tyou\twant\tto\tshare\tand/or\texplore\twith\tthe\tgroup?\t\u00E2\u0080\u00A2 What\tdo\tyou\thope\tthe\tgroup\twill\ttake\taway\tfrom\thearing,\tseeing,\tand\tbeing\twith\tyou\tin\tthe\tgroup\tmeetings?\t\u00E2\u0080\u00A2 What\tare\tthe\tdifferent\tways\tin\twhich\tyou\tthink\tthe\tgroup\twill\trespond?\t\u00E2\u0080\u00A2 How\tdo\tyou\thope\tthey\twill\trespond?\t3.\t (Journey\tahead):\tAs\tyou\tknow,\tyou\twill\thave\tan\topportunity\tto\tlisten,\tcook,\tand\tdialogue\twith\tother\tparticipants,\twho\twill\tshare\ttheir\tthoughts,\tfeelings,\tand\twonders.\t\u00E2\u0080\u00A2 What\tare\tyour\tthoughts\tabout\thaving\tthis\topportunity?\t\u00E2\u0080\u00A2 What\tdo\tyou\texpect\tand/or\thope\tthe\texperience\twill\tbe\tlike?\t\u00E2\u0080\u00A2 What\tdo\tyou\texpect\tand/or\thope\tto\tlearn\tfrom\tthe\tgroup\tperspectives\teither\tabout\tthemselves\tand/or\tabout\ttheir\tteaching?\t4.\t (End\tof\tthe\tstudy):\tWhat,\tif\tanything,\tdo\tyou\thope\tyour\tparticipation\tin\tthis\tstudy\twill\tachieve?\tWhy\tdid\tyou\tagree\tto\tparticipate?\t\t\t 211\tAppendix\tD:\tUnstructured\tQuestions\tReflective\tInterview\t1.\t (Focus\ton\tthe\tmeanings):\tYou\thave\tnow\tcompleted\tyour\tparticipation\tin\tthis\tstudy\tof\tcreating\tmeanings\tof\tdemocratic\teducation.\tCan\tyou\tplease\tshare\tyour\tthoughts\ton\tthis\tprocess?\t\u00E2\u0080\u00A2 What\tmeanings\tand/or\taspects,\tif\tany,\tdid\tyou\tfind\tvaluable,\trewarding\tand/or\tenjoyable?\t\u00E2\u0080\u00A2 What\tmeanings\tand/or\taspects,\tif\tany,\tdid\tyou\tfind\tto\tbe\tof\tlittle\tvalue\tand/or\tchallenging?\t\u00E2\u0080\u00A2 What\tmeanings\tand/or\taspects,\tif\tany,\tmight\tyou\tsuggest\tchanging?\tWhy\twould\tyou\tchange\tthem\tand\thow\twould\tyou\tsuggest\tdoing\tso?\t\u00E2\u0080\u00A2 Did\tthis\texperience\tchange\tyour\tunderstanding\tof\tthe\tmeanings\tof\tdemocratic\teducation?\t\u00E2\u0080\u00A2 Has\tthis\texperience\tmade\tyou\twant\tto\tlearn\tmore\tabout\tand/or\tengage\tmore\twith\tyour\tcolleagues\tabout\tmeaning\tof\tdemocratic\teducation\toutside\tof\tthis\tstudy?\t2.\t (Focus\ton\tthe\tcooking):\tYou\thave\tnow\thad\tthe\topportunity\tto\texperience\tand\tparticipate\tin\tcomplicated\tconversations\twhile\tcooking\tcollaboratively\twith\tcolleagues\tof\tyours.\tCan\tyou\tplease\tshare\tyour\tthoughts\ton\tthis\tprocess?\t\u00E2\u0080\u00A2 What\twas\tthis\topportunity\tof\tcooking\twhile\tconversing\tlike\tfor\tyou?\t\u00E2\u0080\u00A2 What\taspects,\tif\tany,\tdid\tyou\tfind\tvaluable,\trewarding,\tand/or\tenjoyable?\t\u00E2\u0080\u00A2 What\taspects,\tif\tany,\tdid\tyou\tfind\tto\tbe\tof\tlittle\tvalue\tand/or\tchallenging?\t\u00E2\u0080\u00A2 What\taspects,\tif\tany,\tmight\tyou\tsuggest\tchanging?\tWhy\twould\tyou\tchange\tthem\tand\thow\twould\tyou\tsuggest\tdoing\tso?\t\u00E2\u0080\u00A2 What,\tif\tanything,\tdid\tyou\tlearn\tfrom\twhat\tyou\texperience\tand/or\theard?\t\u00E2\u0080\u00A2 Were\tyou\tsurprised\tby\tanything\tyou\texperience\tand/or\theard?\t\u00E2\u0080\u00A2 Would\tyou\tencourage\tother\tmembers\tof\tyour\tcommunity\tto\ttake\tpart\tin\tsimilar\tinitiatives\tincluding\tcollaborative\tcooking,\ti.e.)\tthose\tgeared\ttowards\tmeaningful\tdialogue\tabout\tand/or\tbridge\ttheory\tand\tpractice\tof\tdemocratic\teducation?\t3.\t (Focus\ton\tbridging\ttheory\tand\tpractice):\tAre\tyou\tinterested\tin\tcontinuing\tbridging\ttheory\tand\tpractice\twith\tyour\tcolleagues\tfollowing\tthis\tstudy?\t\u00E2\u0080\u00A2 What,\tif\tanything,\tdid\tyou\tlearn\tfrom\tthis\topportunity\tregarding\tbridging\ttheory\tand\tpractice?\t\u00E2\u0080\u00A2 What\taspects,\tif\tany,\tdid\tyou\tfind\tvaluable,\trewarding,\tand/or\tenjoyable?\t\u00E2\u0080\u00A2 What\taspects,\tif\tany,\tdid\tyou\tfind\tto\tbe\tof\tlittle\tvalue\tand/or\tchallenging?\t\u00E2\u0080\u00A2 What\taspects,\tif\tany,\tmight\tyou\tsuggest\tchanging?\tWhy\twould\tyou\tchange\tthem\tand\thow\twould\tyou\tsuggest\tdoing\tso?\t\t 212\t\u00E2\u0080\u00A2 What,\tif\tanything,\tdid\tyou\tlearn\tfrom\twhat\tyou\texperience?\t\u00E2\u0080\u00A2 Were\tyou\tsurprised\tby\tanything\tyou\texperience?\t\u00E2\u0080\u00A2 Did\tthis\texperience\tchange\tyour\tunderstanding\tof\tthe\trelation\tbetween\ttheory\tand\tpractice?\t\u00E2\u0080\u00A2 Has\tthis\texperience\tmade\tyou\twant\tto\tlearn\tmore\tabout\tand/or\tengage\tmore\twith\tyour\tcolleagues\tabout\tdemocratic\teducation\ttheory\tand/or\tpractice?\t\u00E2\u0080\u00A2 Would\tyou\tencourage\tother\tmembers\tof\tyour\tcommunity\tto\ttake\tpart\tin\tsimilar\tinitiatives\t(i.e.,\tthose\tgeared\ttowards\tmeaningful\tdialogue\tabout\tand/or\tbridge\ttheory\tand\tpractice\tof\tdemocratic\teducation)?\t\t\t\t\t"@en . "Thesis/Dissertation"@en . "2019-09"@en . "10.14288/1.0380406"@en . "eng"@en . "Curriculum Studies"@en . "Vancouver : University of British Columbia Library"@en . "University of British Columbia"@en . "Attribution-NonCommercial-NoDerivatives 4.0 International"@* . "http://creativecommons.org/licenses/by-nc-nd/4.0/"@* . "Graduate"@en . "Dialogue in radical hospitality : creating meaning of democratic education through dialogic cooking"@en . "Text"@en . "http://hdl.handle.net/2429/71275"@en .