| Title | 15. “Armed love” |
|---|---|
| Subtitle | A case study in cultivating a pedagogy of hope |
| Contributor | Chris Cachia (author) |
| DOI | https://doi.org/10.11647/obp.0462.15 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.15 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Chris Cachia; |
| Publisher | Open Book Publishers |
| Published on | 2025-07-02 |
| Long abstract | The COVID-19 pandemic brought about a profound and collective sense of loss, disproportionately affecting marginalised communities and amplifying existing mental health struggles. As an educator living with obsessive-compulsive disorder, the author experienced the pandemic’s psychological toll firsthand and chose to share this personal reality with his students. This chapter reflects on that moment of disclosure as a pedagogical act—one rooted in critical reflection, vulnerability, and what Freire terms “armed love”. By disrupting the traditional social order of the classroom, the pandemic created space for deeper, more human engagement. Introducing “biographical disruption” as a reflective tool, the author invited students to explore their own experiences and confront issues of mental health, wellness, and social inequality. The outcome was transformational: students reported feeling seen, empowered, and inspired to take ownership of their stories. Many developed projects grounded in personal and collective healing, reimagining education as a space for empathy, agency, and hope. |
| Page range | pp. 183–192 |
| Print length | 10 pages |
| Language | English (Original) |
Chris Cachia is a teacher, learning counsellor, and workshop facilitator focused on anti-oppressive, critical pedagogical, and experiential approaches to education. At Toronto Metropolitan University (TMU), he has taught a range of social science and sociology courses, including courses for English language learners, international students, and those who might not otherwise be able to access post-secondary education. In all of his teaching, Chris aims to honour students’ lived experiences by engaging in collaborative processes of inquiry. Chris also works at TMU as a learning strategist and previously worked as an educational developer. He is a former winner of the university’s Faculty of Arts Teaching Award and has been involved with a number of community-based projects that reflect his interests in youth programs, social justice, and Hip-Hop culture. Outside of teaching, Chris is an image-maker and musical artist. For more on Chris, including his teaching, music, and visual art, please visit www.chriscachiaaka.com