Seeing Red––A Pedagogy of Parallax: An Epistolary Bildungsroman on Artful Scholarly Inquiry
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filled with desire to stay. I feel in love, engulfed in the anticipated moment of realization, in the love of desire to learn, knowing the space before me is all open.

Greene (2006) writes in a prologue titled “From Jagged Landscapes to Possibility”:

the crucial demand of our time is to attend, to pay heed…. To speak of dialogue is to suggest multiple relationships, multiple perspectives. There must be a connectedness among persons, each with a sense of agency, each with a project. And there must be a capacity to imagine, to think of things as if they could be otherwise …. Thoughtfulness, imagination, encounters with the arts and sciences from the grounds of lived life: this is the beginning and the opening to what might be …. There must be an ability to anticipate and accept incompleteness. Even when a controversy appears to be resolved, gaps and spaces remain, and the need for open questions. And where there is a space, a gap, there is the possibility of new choices, renewed reflection.

This is my curriculum. This is my hope, that my work can render points along an unseen path; to chart the roads of the unsaid; to begin to map a rhizomatic research; to speak the iterations for those without words; to broaden the margins; to search for alternate forms which open spaces; and to share an agency that slowly iterates what is, pervading, in a stable diffusion with strength in integrity, a hope that holds love and sees joy in all the truths we live.

I use techniques and thought processes of symbolic interaction as Norman Denzin (2002, p. 255) describes:

The process of writing was a process of self-construction and then reconstruction. This process was based on ongoing