In this dissertation, I elaborate a pedagogical practice of creative interference. I use curricular and instructional disturbances to open the possibility for different ways of thinking and acting. I aim to confront problematic representations of people and cultures through complex social contextualization, and to interfere with discourses that legitimize a disposition toward multiculturalism grounded in equality that allows, promotes, and strategizes silence about difference. My focus is less on what students did, despite situating myself in teacher education. Instead, I consider the text, myself as a teacher educator, and the context of community-based learning. This project is one of reflective practice: of the curriculum, my own teaching, and the reflective practices of students engaged in service learning. However, I hope to reframe reflection away from prescriptive models toward diffraction, in which interference is the outcome.
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