Abstract
This paper explores Julia Kristeva’s theory of abjection and its manifestations in society, culture, and discourse. It makes specific reference to the effects of social abjection on women with regard to menstruation, but the claims and proposal could very well be adapted to apply to other marginalized members of society. It uses Hillel A. Schiller’s suggestion for viewing education as a “cognetic process” to frame the discussion on embedding discussions of the abject into the curriculum. It first explores and sets the foundations for the theory of abjection, as described by Kristeva, and discusses the “cognetic process” in relation to social abjection. Finally, it suggests that an appreciation of an aesthetic educational experience could be viewed as a step toward lessening the effects of social abjection and work toward its reconfiguration.
