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aewaiwhy's profile
Lei Hua 🦉
Lei Hua 🦉
Lei Hua  🦉
@aewaiwhy

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Lei Hua  🦉

@aewaiwhy

Joined March 2016

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    1. Lei Hua  🦉‏ @aewaiwhy Jan 23

      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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    2. Lei Hua  🦉‏ @aewaiwhy Jan 23

      Students w/ 1154 Muhammad al-Idrisi map is seen as "upside-down" & "weird" & "wrong way." This contrast of perceptions triggers realization of :what narratives have we inherited that inform how they interpret the maps, what they have been acculturated to. 19/ #RaceB4Race

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    3. Lei Hua  🦉‏ @aewaiwhy Jan 23

      The "man-made" perceptions thru maps we consume are tangible representations of (as Said notes) this production of Western authority. It is the gift the West gives itself. 20/ #RaceB4Race

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    4. Lei Hua  🦉‏ @aewaiwhy Jan 23

      NM moves to Renaissance travel/travail narratives, esp. Hakluyt's discoveries compilation. The pun of travel/travail as movement & torment & danger in travel, work, and writing itself. Look to Hakluyt's Epistle to the Reader in 2d ed. re: compiling text labors. 21/ #RaceB4Race

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    5. Lei Hua  🦉‏ @aewaiwhy Jan 23

      In this Epistle, Hakluyt complains of painstaking time spent, temperatures & climates endured, & what he has given up in this thankless collection task (private gain & preferment). NM asks her students why they think this is H's complaint? 22/ #RaceB4Race

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    6. Lei Hua  🦉‏ @aewaiwhy Jan 23

      They get it: this complaint builds credibility in the writer. The dangers of travel endured acrue to the writer as "traveler." And *seemingly* w/ out desire to profit. (which students see suspiciously too) 23/ #RaceB4Race

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    7. Lei Hua  🦉‏ @aewaiwhy Jan 23

      Hakluyt's English "nation" voyages are created by framing narative fragments into a whole vision of the Others who must be defeated, the lands made England's property, & the objects to be extracted. Making "belonging to England," redeeming from oblivion. 24/ #RaceB4Race

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    8. Lei Hua  🦉‏ @aewaiwhy Jan 23

      Robert Thorne's Mappe of the World (1527) for Henry VIII: encouragement to enlarge His dominion thru merchantile development of international trade routes, esp. north-west-ward (ie, the Canadian & Persian directions). 25/ #RaceB4Race

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    9. Lei Hua  🦉‏ @aewaiwhy Jan 23

      NM warns students of Thorne's prolixity in reading his text & the included map. Why assign such difficulty? Close-reading longitudinal details to see where he wants the connection of Orient w/ Occident in a loop: map instructions as world-re-visioning authorizing. 26/#RaceB4Race

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    10. Lei Hua  🦉‏ @aewaiwhy Jan 23

      "We" (universal, white, cis-het-male-European subject) must silence dissent, stitch up the world for itself, as longitude & lattitude, as categories of value for erasure or use. NM asks her students to slow down & watch the rhetoric of "white-making of whiteness." 27/#RaceB4Race

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      Lei Hua  🦉‏ @aewaiwhy Jan 23

      Unlearning racism requires time & patience. Education must take time to address the erasures that have created the knowing "we" don't know because that knowledge has been naturalized in assumptions. Anti-racist pedagogy is slow work, painstaking, urgent. 28/ #RaceB4Race

      12:50 PM - 23 Jan 2021
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        2. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        3. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        4. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        5. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        6. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        7. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        8. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        9. Lei Hua  🦉‏ @aewaiwhy Jan 23

          --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/ #RaceB4Race

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        10. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        11. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        12. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        13. Lei Hua  🦉‏ @aewaiwhy Jan 23

          [ 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/ #RaceB4Race

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        14. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        15. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        16. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        17. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        18. Lei Hua  🦉‏ @aewaiwhy Jan 23

          "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/ #RaceB4Race

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        19. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        20. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        21. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        22. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        23. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        24. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/#RaceB4Race

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        25. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        26. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        27. Lei Hua  🦉‏ @aewaiwhy Jan 23

          AA sees fighting this erasure as absolutely vital for future historical work to keep Africa & Africans from being erased from future scholarship. 54/ #RaceB4Race

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        28. Lei Hua  🦉‏ @aewaiwhy Jan 23

          Q - How can grad students fight against this racism that keeps us in a "natural" box? 55/ #RaceB4Race

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        29. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        30. Lei Hua  🦉‏ @aewaiwhy Jan 23

          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/ #RaceB4Race

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        31. Lei Hua  🦉‏ @aewaiwhy Jan 23

          Q - academic abolition, is there more than decolonizing syllabi? 58/ #RaceB4Race

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