Molnar (2012). Responsibility as the Welcoming of Difference: Thoughts on Levinas and a Teacher’s Experience.

“There are powerful arguments that exist in advocating for educators’ involvement in anti-racist and social justice undertakings, yet at the core of these exists how responsibility is understood and enacted in face-to-face interactions.” (p 46)

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Justice & Stanley (2016). Teaching in the Time of Trump.

“Public schools exist, in part, for the political purpose of instilling the principal values of a democratic republic, training students in the skills and knowledge requisite to healthy democratic life. In a time when a major political candidate threatens the fundamental values of the nation, educators are called to explain the nature of the present threat, that is, to explain one of the oldest problems in Western philosophy, the problem of demagoguery.” (p 38)

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The origin of “dead-lines”

“The horrors of that prison were so great that one man went over the line, and refused to leave it until he was shot dead. So great was the horror and misery of that place that I myself had thoughts of going over that dead-line to be shot in preference to living there.” (p 73)

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Freire (2000). Pedagogy of the oppressed.

“Dehumanization, which marks not only those whose humanity has been stolen, but also (though in a different way) those who have stolen it, is a distortion of the vocation of becoming more fully human.” (p 44)

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