Students who encounter it are confused, "wander the map looking for something familiar," until they realize it is a spiritual map. Another group w/ 1569 Mercator map find something more familiar, basis of "modern," & learn the "empty Western hemisphere" in 16thC. 18/ #RaceB4Race
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It requires humility to be ethical, to learn along with our students. Citing Hendricks' distinction btwn PRS & PCRS, which the former discredits the latter as anachronistic & yet undeniably powerful: "just discovering the land" must be rejected. [reads Margo's Q] 29/
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NM: We need to model critiques of authority in approaching & learning these texts. For writing students, they tend to see the assn'd writings as "truth," "given," & therefore alien to the non-Literature major. Teaching *taking* the text as not-given is the work. 30/
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NM wants her students to see her model care in reading & writing, encourage their challenge of textual authority, as an ethical practice central to anti-racist pedagogy. 31/
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Barbara Bordalejo
@bordalejo begins with REAL TALK instead of a Land Acknowledgment. Colonization continues to kill. Treaty 6 of the Metis Peoples' territory. [ Wow....powerful] She commits to addressing this ongoing genocide & violence. 32/#RaceB4RaceShow this thread -
BB begins w/ an account of her own complex educational past - linking land, politics, violence, strikes, class, family background, and who taught her. She mentions these things to tell where she comes from, why she argues/writes what she does. 33/
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Rise of right wing extremism, we must position ourselves in background & ideology when we speak. Classrooms are ideological conservative in status quo, & function by exclusion. "Pedagogy" = "one who leads a child." But classrooms instead have felt old-fashioned. 34/
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The internalization of the Teacher as Source of Authority not a more horizontal, peer approach. This model to reaffirm that authority, the hiring of same by same, selection of supervisee by supervisor 35/
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--dismissal of Indigenous scholars b/c CVs don't look like white ones. [ Ummm...I feel seen! ] This "epistemic alienation" is erasure & replacement by Eurocentric dominance. 36/
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BB's experience of being a TA & the jokes about Manley Rickard - off-putting. The words of professors had the semblance of truth. A prof. warned her not to reveal something about MR that would embarrass. 37/
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BB turns to the Wife of Bath and the profoundly disturbing sexualization & discussion of the character as predator. Focus on "liketh me." Critics Robinson & Taylor assert her voraciousness. But BB re-reads, "I took no care if he pleaseth me." 38/
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BB: what their inability to see "liketh me" as the Wife's care for being pleased, pleasured in a het-sex rel. Here, sexual violence & racism in the Tales, must be handled thru fighting for "cognitive justice" - recognizing the right of diff. knowledges to exist. 39/
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[ This quote on "cognitive justice" is so much YES!! It's one way to read my long thread/rant from last night about this problem of re-appropriation of Other ways of thinking & knowing & analyzing & living by WSC et al. ] 40/
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BB refs a dissertation defense by Dr. Jean NKE NDIH, which he presented to the tribe that he worked with. Alt. methods of investigation that accept the presentation of knowledge in many different forms *that matter*. 41/
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BB's editing work proposes systems of interrelated texts. She thinks of the Tales as this kind of system. Her ed. of the Tales are "a constructed text" created by an informed scribe. BB's edition was met w/ gaslighting & insults, esp. b/c of her background. 42/
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BB understands her edition is one way, makes no claims to be "right." But what it brings is a lack of hubris, a self consciousness of the burdens of her positionality & need for justice. Her pedagogy strives for openness & inclusion, pushing back on silencing. 43/
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She recognizes the reflex of self-doubt, 2nd guessing, must be combatted, not just for herself but also for those that come next. Seek the marginalized. Create space where their ways of knowing are valid, are their own in intersection. Challenge the system. 44/
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"Implementing a non-Western knowledge system is a non-zero-sum game." Because we will have won. [ YES YES YES YES YES !!!! Thank you,
@bordalejo ! ] 45/#RaceB4RaceShow this thread -
Rajabzadeh frames the papers before opening Q&A, encourages speakers to speak to each other: AA's "pipeline" initiatives in preparing exhibits; NM's map exercise; BB's reapproach to Tales for non-majors - ways to bringing BIPOC students onboard, inside, as agents. 46/
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SR raises the politics of contextualizing texts while looking to the future, thru the past: what do you understand as the purpose of this contextualization? 47/
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AA has been very forward re: the labels on things & the categories that shape "putting things together" - by metal, ivory, high v. low quality, etc. - reversed--which confuses ppl, but this recontextualiztion/framing is part of the needed work. 48/
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NM's example of "let's pretend I walked into the classroom & yelled & swore at you students," then apologized, but then did it every day. The lesson on context mattering is visible for students imagining enduring that 20 days vs. a 1 day visitor. 49/
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BB: we can bring the manuscript of the Tales to a student, but getting students to see the editor's seizure of authority to present the text to them--that's the push back to "what is the *right* interpretation?" - teaching method of arg vs. "right" answers. 50/
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Q - (for NM) in using the map exercise, strategies for dealing w/ white students w/ neg. reactions? NM: 1st, let's think more abt all students interact w/ one another. I don't separate my own discomfort from theirs. I lay down community norms viz discomfort ahead. 51/
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NM: paying attention to non verbal student communication, when discomfort arises, I stop & raise the issue & take time to discuss, address. SR: confronting "assumptions" as a complex idea in the map exercise sets that tone. 52/
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2Qs for AA on the removal geo- & ethnic locatable tags from museum cards under "inclusivity" efforts, how common is this & who is doing it? 53/
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AA sees fighting this erasure as absolutely vital for future historical work to keep Africa & Africans from being erased from future scholarship. 54/
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Q - How can grad students fight against this racism that keeps us in a "natural" box? 55/
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BB: being first Latinx editor of the Canterbury Tales is questioned. Doesn't feel need to justify that "my perspective is different. I read differently." This makes all other perspectives & readings MORE relative, less authoritative. 56/
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AA: being told "don't pigeon-hole" your work had its effect on dissertation. But once done, I went back to talking about reps of black figures in ancient art. NM: find a good mentor, avoid toxic environments, find way to do what brings you job. 57/
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Q - academic abolition, is there more than decolonizing syllabi? 58/
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