recentpopularlog in

robertogreco : edwardsaid   10

Arash Daneshzadeh on Twitter: "The canon of John Dewey is trash, stop hyping his basicness. Especially when we have far more critical scholars of melanin. [A thread]"
[***d sections, separated out, are those that I retweeted on Twitter]

"The canon of John Dewey is trash, stop hyping his basicness. Especially when we have far more critical scholars of melanin. [A thread]

When I read Dewey (revered as the granddaddy of progressive education) I notice how “white” (read: basic) curriculum studies is.

***There is an expectation that we should all know the authors of school desegregation curriculum (many of whom are white) but no expectation that students know anti-racist and decolonial scholars like Freire, Du Bois or Lorde.***

As I read John Dewey and others, I experience an unenthusiastic physical reaction to their unimaginative words and ideas on education, as they fundamentally contradict the dialectic relationship between learners and systems. Perhaps because their notions of teaching and learning were associated primarily w the reproduction of social hierarchies through models of efficiency and democratic nation-building in order to anchor capitalism—a logic of white supremacy—in place.

Racial hegemony was accomplished not only through relations of accumulation of property and capital, but also through knowledge/knowledge production which caping for dry Dewey analysis advances. As Said highlighted, colonialism was not simply about the removal of ivory and slaves, but also about the need to "improve" populations, an explicit relationship between property and knowledge.

***Ngugi makes similar suggestions, that the colonial improvement project took place through the “cultural bomb” that reshaped existing structures of human knowledge through a misrepresentation of reality and the erasure of memories of pre-colonial cultures and history, a way of installing the dominance of new, more insidious forms of colonialism.***

The issue isn't simply regarding Whitening ed curriculum, but rather privileging this social history in the formation of education, as well as the formulation of a list that articulates which knowledge is most worthy of knowing.

In Democracy and Education, Dewey emphasizes a relationship between schooling and democracy as central to nation-building. For Dewey, democracy meant the development and expansion of the nation, in which schooling (and its democratization) was a site that could further develop the nation. Within liberal democracies, capitalism is the way civilization aspires to organize itself economically, and democracy becomes the model of choice for political power. Such aspirations need to be thought about carefully. This is because the promotion of democracy that Dewey advocated is premised on hierarchical and elective approaches to governance that are inherently linked to the capitalist order, in turn marginalizing other modes of existence.

There is a stark contrast between curriculum that emerges from the work of Black scholars and curriculum that happens to "include" Black scholars.

***Janet Miller writes about working in “communities of dissensus”--the idea that rather than working toward reconciliation we must push discomfort through confronting white fears and insecurities when it comes to dealing with centering Black epistemologies.***

As a doctoral student in Education, I struggled with feelings of belonging and non-belonging, placeness & placelessness like my grad students. Throughout my doctoral journey of critique and resistance, my alienation grew further as my white peers (primarily teachers) all seemed to relate their practice to these theories.

***Anti-colonial thinkers Said, Fanon and Wynter suggest that White epistemologies, ontologies and axiologies created universal values defined what l it meant to be human and who constituted the human through what Wynter calls the "descriptive statement".***

This descriptive statement of the human is based upon the biocentric model to which the name "race" has been given.

Knowledge arrangements have been shaped by the epistemic constitution of caping for liberal multicultural capitalists like Dewey on the basis of the ordering of disciplinary fields. Even the term “canon” itself connotes a certain ideological foundation.

***Since white liberals like Dewey's basic self are some of the primary actors that have served to maintain the Western-bourgeois system of Human-making (through standards, and disciplines), they must radically unlearn by moving beyond schooling to identify "human-ness". Tuck calls this participatory unlearning process via an anti-colonial curriculum, a “methodology of rematriation/repatriation”. ***

Finally, Dewey is basic and his scholarship was trash. But mostly, there is no solidarity w/out curriculum constructed in(not on) communities."

[Response to my retweet (specifically of the Ngugi line): "@A_Daneshzadeh @rogre yes! been teaching this particular aspect for years, powerful & true, was blessed to have Ngugi as prof many yrs ago" ]
arashdaneshzadeh  johndewey  audrelorde  place  frantzfanon  edwardsaid  janetmiller  canons  education  ngugi  rematriation  repatriation  capitalism  sylviawynter  curriculum  race  racism  resistance  canon  multiculturalism  humanness  unlearning  participatory  values  belonging  civilization  society  schools  deschooling  unschooling  horizontality  hierarchy  marginalization  governance  democracy  evetuck  schooling  sfsh  cv  alienation  webdubois  paulofreire  erasure  reality  whitesupremacy  ngũgĩwathiong'o  ngugiwathiong’o  ngũgĩ 
december 2016 by robertogreco
Interviews – Meet Antipode’s new Editorial Collective |
[via: ]

"Andy Kent: Could you tell us about Dear Science, a project you’ve been working on for a number of years now?

Katherine McKittrick: The title of my next research project and monograph, Dear Science, is borrowed from the musicians TV on the Radio (Interscope, 2008). It is an affectionate invitation to engage science and hold dear creative expressions of scientific knowledge. Dear Science suggests that there exists, between and across the arts and the natural sciences, a promise of intellectual collaboration and emancipatory possibility. The project emphasizes the ways in which the creative texts of those marginalized by social structures—in particular black cultural producers—demand from us an understanding of science and knowledge that challenges biological determinism. The research will look at the ways in which three areas of the natural sciences—biology, mathematics, and physics—emerge in the poetry, music, and visual art of black cultural producers.

I have been thinking about these kinds of questions for some time because I have noticed the ways in which blackness and race—while certainly social constructions—continue to be analysed as sites of degradation and unfreedom. So even as we claim that race is socially constructed, the black body is theorized as a social construction that is biologically inferior. So, I have been interested in how our political commitment to undoing the science of race in fact involves repetitively constituting and naming biologically deterministic categories. Underneath Dear Science, then, is an analytical web that addresses the limits of analysing science and studies of science within a framework that underscores and thus reproduces racial and gendered hierarchies and dichotomies.

These dichotomies and hierarchies do ‘work’ beyond the body and biological determinism, too: through the work of Sylvia Wynter and Aime Cesaire (among others), we can also notice the bifurcation of scientific knowledge and creative knowledge—and how particular communities are said to inhabit either side of this bifurcation. This epistemological splitting has led me to think about how black cultural producers utilize locution, imagery and sound to challenge and recast the colonial underpinnings of scientific knowledge as well as the analytical and interdisciplinary provocations that arise through imagining a black creative science. Early drafts have thought about these questions alongside the long poem Zong! by Nourbese Philip, the musical text Harnessed the Storm by Drexicya, Nas’ Untitled cover art, and two visual pieces by artist Joy Gregory, Memory and Skin and Blonde Collection. I hope to draw attention to the ways in which black creative artists provide a context through which science and creativity are enjoined and thus provoke new analytical challenges for cultural studies, science studies and black studies.

AK: One of the most striking things about your work is its ‘undisciplined’ nature; from your home in gender and cultural studies human geography meets black and anti-colonial studies…And that’s not the only border being trespassed: non-academic ways of imagining and knowing the world play an important role in your scholarship, from literature, poetry and music in Demonic Grounds and the book you co-edited with Clyde Woods, Black Geographies and the Politics of Place, to more recent work focusing on the writers Dionne Brand and Sylvia Wynter. I wonder if you might say something about these boundary-crossings and encounters, and the place of interdisciplinarity and different ‘expressive cultures’ in your research?

KMc: I have found that interdisciplinarity allows one to ask meaningful questions about race and social justice. The possibilities of interdisciplinarity are hopeful and resistant. It is an intellectually rewarding stance, for me—whose undergraduate training was in History and English Literature—to think outside the disciplinary box: this is an exciting analytical space where new ideas can be shared and debated. Methodologically, interdisciplinarity insists that we take a chance on what we do not know while also thinking about how the encounter of various intellectual traditions creates something new. Interdisplinarity and boundary crossing can also be frightening—Dear Science, for example, has brought a lot of new academic challenges to my life—physics, math, science studies—but these areas have pushed me to learn differently. I am not, of course, a physics, math, science studies expert; but engaging deeply with these areas has allowed me to take a chance on what I don’t know in order to think about the poetics of scientific knowledge as a legitimate entry into black and global intellectual history. It seems to me that if black people have been both excluded from and constituted by science—all too often rendered purely biological beings who are unscientific and unintelligent—they definitely have something to say about science that would challenge this worldview.

So how might we, as Edward Said asked, invite worldliness into our intellectual projects and struggles? And thinking with Frantz Fanon, how might we put together different kinds and types of knowledge in order to engender a decolonial perspective? How do we refuse to protect our intellectual property and welcome new ways of thinking? The world, as we know it, insists on encounter (colonialism, transatlantic slavery, and globalization pushed and push us together), and through this encounter something new is made possible. Interdisciplinary thinkers insist that knowledge is relational, multiple and equally valuable to understanding social justice. What I am trying to suggest is that interdisciplinarity, at its best, thinks with and beyond intellectual categories thus forcing us to think about race, gender and sexuality differently. To put it another way, if we breach the barriers between, say, the natural sciences and the humanities, might we also notice a worldview that newly attends to challenging practices of domination? This is, too, about intellectual activism and resistance to normalcy. Interdisciplinarity, at its best, loosens up disciplinary rigor, insists the intellectual histories of nonwhite and other marginalized communities are relevant, and reinvents what it is possible to know and who is a valid intellectual.

AK: Why were you interested in becoming an editor? And how are you finding work as part of an Editorial Collective?

KMc: I have been reading Antipode for a long time; it is a journal that raises important questions about how practices of inequity unfold geographically. The consistency of the journal also appeals to me—while I am an interdisciplinary scholar I like to engage with debates about the production of space precisely because, if I can riff off of Neil Smith, respatialization leads to repoliticization. Antipode has always delivered this kind sustained thinking about space and social justice and the journal is an amazingly comprehensive archive of Left geographic politics. And remember, too, some of the earliest writings on black geographies—I am thinking specifically about the great contributions by scholars such as Bobby Wilson in the 1970s—were published in Antipode. This history, alongside the hard work of the present Editorial Collective—who has maintained the journal’s intellectual integrity while also asking new questions about the place of the production of knowledge—interested me. My work as part of the Editorial Collective has been, to date, very insightful and interesting: each editor’s unique vision and scholarship is coupled with collaborative vision that, as mentioned above, is holding steady Antipode‘s history and positioning the journal as a place where new questions are being asked.

AK: Where, as you see it, is Antipode ‘at’? What do its papers look like? Where do you (want to) see the journal going?

KMc: The papers I have received have been very exciting and, I think, speak to the ‘new questions’ noted above. I have received some excellent papers on race, location and uneven geographies—with themes ranging from hip hop to community farming; all the submissions have focussed on the ways in which nonwhite communities are meaningful spatial actors who are not simply recipients of oppressive practices. This is to say that many of the papers I have engaged with are thinking about racial matters as heterogeneously articulated yet shaped by longstanding and powerful colonial practices. I really like the ways in which the thinking on difference—race, class, sexuality, (dis)ability, and so on—are working through the paradoxes of unfreedom and what is now being called neoliberalism: situating power and knowledge across locations, outside and within the hands of disenfranchised communities (although imagined and articulated differently), and reorienting where social justice and intellectual debate are taking place. For me, I am happy to continue these conversations—to build on intellectual and activist and social justice work that honours different kinds and types of knowledge and engenders new conversations about our collective political futures.""
katherinemckittrick  interdisciplinary  interdisciplinarity  race  geography  interviews  antipode  science  culture  edwardsaid  worldliness  frantzfanon  decolonization  colonialism  globalization  2013 
october 2015 by robertogreco
Lady Moustache: “Nothing in my view is more reprehensible than those habits of mind in the intellectual that induce avoidance…”
"Nothing in my view is more reprehensible than those habits of mind in the intellectual that induce avoidance, that characteristic turning away from a difficult and principled position, which you know to be the right one, but which you decide not to take. You do not want to appear too political; you are afraid of seeming controversial; you want to keep a reputation for being balanced, objective, moderate; your hope is to be asked back, to consult, to be on a board or prestigious committee, and so to remain within the responsible mainstream; someday you hope to get an honorary degree, a big prize, perhaps even an ambassadorship.

For an intellectual these habits of mind are corrupting par excellence. If anything can denature, neutralize, and finally kill a passionate intellectual life it is the internalization of such habits. Personally I have encountered them in one of the toughest of all contemporary issues, Palestine, where fear of speaking out about one of the greatest injustices in modern history has hobbled, blinkered, muzzled many who know the truth and are in a position to serve it. For despite the abuse and vilification that any outspoken supporter of Palestinian rights and self-determination earns for him or herself, the truth deserves to be spoken, represented by an unafraid and compassionate intellectual."

—Edward Said
edwardsaid  avoidance  principles  integrity  controversy  habitsofmind  corruption  intellect  habits  injustice 
october 2015 by robertogreco
Hace mucho que Charlie Hebdo no nos hacía reír, hoy nos hace llorar (Quartiers Libres) | Tus piolets. Mi fresadora
"No seamos hipócritas. Charlie Hebdo no es un amigo político. Desde hace años, se ha desviado al campo del pensamiento dominante y participa en el desarrollo de una islamofobia de izquierdas. En cambio, NADIE puede ni debe alegrarse de la ejecución de estxs periodistas. Nada puede justificar este acto en el contexto actual de Francia. Pero este ataque no debe hacer callar tampoco las críticas que se pueden hacer a Charlie Hebdo y a la prensa en general acerca de su línea de redacción y su humor islamófobo."

[translastion of

"Ne soyons pas hypocrites, Charlie Hebdo n’est pas un ami politique. Depuis des années, il a basculé dans le camp de la pensée dominante et participe au développement d’une islamophobie de gauche. Pourtant personne ne peut ni ne doit se réjouir de l’exécution de ses journalistes. Rien ne peut justifier cet acte dans le contexte actuel de la France. Mais cette attaque ne doit pas faire taire non plus les critiques à l’encontre de Charlie Hebdo et de la presse en général sur sa ligne rédactionnelle et humoristique islamophobe." ]
charliehebdo  #JeSuisCharlieHebdo  france  racism  freespeech  2015  islamophobia  edwardsaid  orientalism  freedomofspeech  satire  #JeSuisCharlie 
january 2015 by robertogreco
On Charlie Hebdo | Jacobin
"However, there is a wider narrative that is emerging in the rush to judgment, as news media attempt to stitch together details — at first entirely circumstantial— into an explanatory story. The assumption is that the killers are members of some sort of Islamist group, possibly linked to Islamic State, and are exacting political retribution for the publication’s regular satirical attacks on Islam by executing its journalists. And about that, I do have something beyond the obvious to say, just as a starting point.

The first point is that French President Francois Hollande declared this a “terrorist” attack very early on. Now, we don’t need to know any concrete details to understand the purpose of this. “Terrorism” is not a scientific term; it is inherently normative.

The uses of “terrorism” in such contexts are by now well understood. I suggested apropos the Woolwich killing that it functions as a narrative device, setting up a less-than-handful of people as a civilizational threat evoking stoic defense (of “British values,” “la république,” “the West,” etc). It justifies repressive and securitarian responses that tend to target Muslims as such, responses which in the United Kingdom chiefly come under the rubric of the government’s Prevent strategy.

The second is that there is already an enormous pressure, in this context, to defend Charlie Hebdo as a forceful exponent of “Western values,” or in some cases even as a brilliantly radical bastion of left-wing anti-clericalism.

Now, I think there’s a critical difference between solidarity with the journalists who were attacked, refusing to concede anything to the idea that journalists are somehow “legitimate targets,” and solidarity with what is frankly a racist publication."

"No, the offices of Charlie Hebdo should not be raided by gun-wielding murderers. No, journalists are not legitimate targets for killing. But no, we also shouldn’t line up with the inevitable statist backlash against Muslims, or the ideological charge to defend a fetishized, racialized “secularism,” or concede to the blackmail which forces us into solidarity with a racist institution."

[Also posted here: ]
charliehebdo  #JeSuisCharlieHebdo  france  racism  freespeech  2015  islamophobia  edwardsaid  orientalism  freedomofspeech  satire  richardseymour  #JeSuisCharlie 
january 2015 by robertogreco
Real World: Classrooms as Decolonizing Sites Against Neoliberal Narratives of the Other
"As the neoliberal nozzle continues to tighten its grip on education that is public, accessible, critical, inclusive, and liberatory, we hold an even fiercer belief that dogma-free intellectuals, here used according to Edward Said’s definition, can serve as one of its most effective oppositional figures. While our decolonizing critique of neoliberalism is as wide as its imperial project, we focus our attention here on how we attempt to examine, challenge, and resist neoliberal dehumanizing narratives of the Other in our classrooms. Humans are natural born learners who, for the most part, tend to be protective of those perceived to be part of Us. We have an opportunity to use the classroom to deconstruct the neoliberal narratives of the Other, such as the post-9/11 “dangerous and deranged Muslim,” used to justify military violence against entire nations and regions defined as the Evil Axis, as Them. We are guided in this journey by Paulo Freire’s Pedagogy of Hope."
via:anne  neoliberalism  teaching  pedagogy  education  decolonization  paulofreire  otherness  subversion  edwardsaid  marcelodiversi  claudiomoreira  2013  schools  howweteach 
december 2013 by robertogreco
The ARPANET Dialogues
"an archive of rare conversations within the contemporary social, political and cultural milieu"

Vol. I
Published on 9 October 2010
ARPANET Test 1975 with Marcel Broodthaers, Jane Fonda, Ronald Reagan & Edward Said…

Vol. II
Published on 14 March 2011
ARPANET Test June 1976 with Samir Amin, Steve Biko, Francis Fukuyama & Minoru Yamasaki…

Vol. III
Published on 1 November 2011
ARPANET Test March 1976 with Joseph Beuys, Juan Downey, Rosalind Krauss & Henry Moore…

Vol. IV
Published on 4 March 2012
ARPANET Test April 1976 with Jim Henson, Ayn Rand, Sidney Nolan & Yoko Ono…"

[See also: and ]
satire  humor  internet  darpa  donaldlupton  artdubai2011  manifesta8  1975  1976  yokoono  sidneynolan  aynrand  jimhenson  henrymoore  rosalindkrauss  juandowney  josephbeuys  minoruyamasaki  francisfukuyama  stevebiko  samiramin  edwardsaid  ronaldreagan  janefonda  marcelbroodthaers  conversations  culture  philosophy  politics  netart  history  arpanet 
december 2012 by robertogreco
SpeEdChange: Designed to Fail - Education in America: Part Three
"to understand the debate in America today you need to think of two names: Ellwood Cubberley and Rudyard Kipling. Mann is sweet, Dewey brilliant, Barnard essential to the process, but it is Cubberley who made the US ed system virtually unchangeable & Kipling who may offer explanation re: why?"

"Just how enduring this inevitability is can easily be seen in both education & political spheres. In education "we" continue to pursue the scientific & the "proper technique" (though we now say "evidence-based practice") despite never finding an actual way to measure human learning."

"The problem, then as now, is unequal beginnings on that path to either Americanness or Whiteness. Not only is a single conception of life, of government, of learning, of behavior, declared "correct" and thus all others declared "incorrect""
irasocol  education  history  rudyardkipling  edwardsaid  johntaylorgatto  ellwoodcubberley  johndewey  horacemann  schools  us  policy  classideas  woodrowwilson  colonialism  michellerhee  markzuckerberg  terryeagleton  tfa  danielwillingham  lcproject  unschooling  deschooling  cv  teachforamerica 
september 2010 by robertogreco

Copy this bookmark:

to read