Colonial intent as treachery: A poetic response

2021 ◽  
pp. 1-11
Author(s):  
Juliane Okot Bitek
Keyword(s):  
Author(s):  
Robert S. Lehman

The Introduction examines three moments that have proven foundational for the fraught relationship between poetry and history. The first occurs in the fourth century B. C. in Aristotle’s Poetics, the earliest attempt to provide a systematic definition of the structure and effects of poetry and, consequently, the origin of all later crises of verse. The second appears in Marx’s Eighteenth Brumaire, a text that offers a complicated poetic response to a moment of crisis in Marx’s own historical method. The third appears in the early writings of Friedrich Nietzsche, where, against the onset of the nineteenth-century science of history, the demand to see history become poetry is made explicit. Focusing on these three moments, the Introduction establishes the intellectual-historical coordinates of the poetico-historical problem that T. S. Eliot and Walter Benjamin inherit.


2018 ◽  
Vol 7 (4) ◽  
pp. 179-186
Author(s):  
Julie-Ann Scott

This artist statement and poetic response to Ed Mabrey's poem map my ongoing journey to understanding my role in the cultural pursuit of racial justice. I begin with my initial reactions to the request to respond to Mabrey's poem as part of the Opening Session of the 2017 National Communication Association annual convention and explain my reasons for choosing to respond with an autoethnographic poem. I then trace my understandings of racism as 1) a working-class white child in a northern factory town, 2) a first-generation college student and academic, and 3) a parent of sons growing up in a racially divided southern US city. Location, relationships, power, and privilege emerge intertwined in my ongoing lived experience, art, and advocacy.


Author(s):  
Piotr Kołodziej

Abstract There is a great power in works of art. Art provides knowledge about human experience, which is not available in another way. Art gives answers to the most important and eternal questions about humanity, even though these answers are never final. Sometimes it happens that works of some artists encourage or provoke a reaction of other artists. Thanks to this in history of culture - across borders of time and space - there lasts a continuous dialogue, a continuous reflection on the essence of human existence.This text shows a fragment of such a dialogue, in which the interlocutors are a sixteenth-century painter Pieter Bruegel the Elder and a twentieth-century poet and Nobel Prize winner Wislawa Szymborska. Szymborska, proposing a masterful interpretation of a tiny painting by Bruegel, poses dramatic questions about human freedom, formulates a poetic response and forces a recipient to reflect on the most important topics.This text also brings up a question of a word - picture relationship, a problem of translation of visual signs to verbal signs, as well as a problem of translation of poetry from one language to another.


in education ◽  
2014 ◽  
Vol 20 (2) ◽  
pp. 78-89
Author(s):  
Andrejs Kulnieks ◽  
Kelly Young

In this article we outline the role of ekphrastic poetics in an ecological practice of poetic inquiry. Ekphrastic poetics, as a rhetorical device, involves one medium of art relating to another medium by unfolding its form and essence. Ultimately, our work involves a poetic response to an aesthetic form and it is through our ongoing collaborations that we are able to outline the importance of the poetic benefits of dwelling in natural places. We offer specific examples of how we engage in interpretive response activities that help to foster ecological habits of mind in teacher education.  Keywords: arts-informed; ekphrastic poetics; collaboration; poetic inquiry; ecology; curriculum


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