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Lyudmila Bryzzheva [4]Lyudmila Alexandrovna Bryzzheva [1]
  1.  18
    “This Is a White Space”: On Restorative Possibilities of Hospitality in a Raced Space.Lyudmila Bryzzheva - 2018 - Studies in Philosophy and Education 37 (3):247-256.
    In a restorative classroom inspired by a vision of racial equity, race consciousness is a necessity and a restorative outcome is conceptualized in terms of a sustainable interdependent right-relation, a species of racial justice. Yet, regardless of intent, the constructed space is white. Race-based inequity is reproduced as White students get more of everything from class than do students of Color. What made the space white? How might hospitality affect the restorative possibilities of and in the space? I explore these (...)
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  2.  37
    Superaddressee or Who Will Succeed a Mentor?Lyudmila Bryzzheva - 2006 - Studies in Philosophy and Education 25 (3):227-243.
    This philosophical essay is inspired by a four-year pedagogical relationship that continues in its altered form today. The main focus of this piece is the transformation of a mentor as an immediate addressee into mentor as a superaddressee, an influential third listener who oversees observable dialogues. I explore the mutual responsibilities of a student and a mentor in order to uncover the elements in the pedagogical chemistry responsible for the transformation of an addressee into a superaddressee. Confirmation (a perfect form (...)
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  3.  17
    Who Watches Over a Teacher? On Knowing and Honoring a Teacher and Her Third Listener.Lyudmila Bryzzheva - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (3):175-187.
    This article introduces a teacher as a being of relations?both internal and external?by exploring the nature of a figure of the internal plane that accompanies a teacher in her pedagogical adventure. This figure is a superaddressee, 1 a third listener, who, as the author argues, should be expected to enter a classroom together with a teacher. A superaddressee plays at least two roles. First, it serves as a shortcut to a meaningful relationship and, in this role, takes care of a (...)
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  4.  12
    Embodied Reimagining of Pedagogical Places/Spaces.Shilpi Sinha & Lyudmila Bryzzheva - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (4):347-365.
    Students often find themselves disconnected from foundations courses such as Philosophy of Education, citing the abstract nature of some of the ideas studied and a perceived disconnect from practical issues. Moreover, the place/space of the university classroom itself can be seen to contribute to students? disengagement and stunting of their critical capacities. In this article, we present two intertwined narratives. In one strand, we describe our attempt to secure our students? engagement in our course, Introduction to Philosophy of Education, as (...)
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