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‘Democracy to come’: a personal narrative of pedagogical practices and ‘Othering’ within a context of higher education and research training

The purpose of this essay is to simultaneously work for and against democracy, ‘Othering’ and commonality, from the perspective of a teacher and qualitative methodologist working in a higher education setting. I describe examples of conceptual frameworks and my own pedagogical practices that are shaped by a multidimensional, incomplete, and fragmented vision of democracy. Furthermore, I discuss both the possibilities and impossibilities of learning and teaching within the context of changing, but specific historical and material pedagogical conditions. Specifically, I focus on how learners’ rights, responsibilities, and various voices and the partially negotiated curriculum require the learning community to (re)consider the ‘Other’—other learners, pedagogies, and ideologies, as well as other contexts and contents of learning.