Chapter 6: Translating Chaos
Boundaries, Borders, Connections, Conclusion
Structural materialist theorizing have meant historically that class-based concerns have been privileged over others such as race or gender. Intellectual tourism results when scholars refuse to figure particular cultural forms, sujectivities and agencies into their theoretical formulations and subsume all of these under singular, totalizing social theories.
Expose the will to ignore. Read for the surprise of otherness...translation without a master. Canonical vs. peripheral texts. National vs. individual identity, conflict between personal and social change. Voices from the periphery, to be heard, require a cultural studies of listening, an "otic" theory.
"The exhilaration and significance of reading/writing literature... lie somewhere between the tentative naming of oneself and plunging into difference. The self-in-motion is constructed by the writing." Fictional, communal and autobiographical registers of identity.
Final Remarks
As educators, we must not act as agents of the state when we ask for autobiographies from students. We are not to appraise, but to include. As Morrison wrote, "shift attentions way from assertions of power to the instrument through which that power is exercised." It is love that brings together literature, marginality and curriculum.
Structural materialist theorizing have meant historically that class-based concerns have been privileged over others such as race or gender. Intellectual tourism results when scholars refuse to figure particular cultural forms, sujectivities and agencies into their theoretical formulations and subsume all of these under singular, totalizing social theories.
Expose the will to ignore. Read for the surprise of otherness...translation without a master. Canonical vs. peripheral texts. National vs. individual identity, conflict between personal and social change. Voices from the periphery, to be heard, require a cultural studies of listening, an "otic" theory.
"The exhilaration and significance of reading/writing literature... lie somewhere between the tentative naming of oneself and plunging into difference. The self-in-motion is constructed by the writing." Fictional, communal and autobiographical registers of identity.
Final Remarks
As educators, we must not act as agents of the state when we ask for autobiographies from students. We are not to appraise, but to include. As Morrison wrote, "shift attentions way from assertions of power to the instrument through which that power is exercised." It is love that brings together literature, marginality and curriculum.
posted by book1 @ 11:04 AM
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