When Janitors Dare to Become Scholars

2010 ◽  
Vol 2 (4) ◽  
pp. 457-474 ◽  
Author(s):  
Claudio Moreira ◽  
Marcelo Diversi

In this performance autoethnography we re-present our experiences of disembodied knowledge construction in mainstream American academia. We claim that knowledge production about the Other still tends to reify the very oppression it intends to challenge. Can a janitor become a scholar without having to bury experiences under layers of theory and other technologies of justification? Or are marginalized humans relegated to a subordinate position of research subject in the process of knowledge production? Neither? Both? Troubling the recurring experience of “my bad English,” we try to show that folks lacking an educated upbringing can contribute to the decolonizing dialogue through something no technology of methods can provide: visceral lived experience of systemic oppression. We are insisting on narrative space for visceral knowledge to advance decolonizing discourses that may lead to more inclusive notions of social justice.

Janus Head ◽  
2015 ◽  
Vol 14 (2) ◽  
pp. 35-48
Author(s):  
Nisha Gupta ◽  

This paper is a recommendation for phenomenologists to use film as a perceptually-faithful language with which to disseminate research and in­sights about lived experience. I use Merleau-Ponty’s philosophy to illus­trate how film can evoke a state of profound, embodied empathy between self-and-other, which I refer to as “the cinematic chiasm”. I incorporate a case study of my experience as audience member becoming intertwined with the flesh of the film “The Diving Bell and the Butterfly.” I discuss four aesthetic techniques of this film through which I became enveloped in a state of visceral empathy towards the “other” on-screen. The cin­ematic chiasm offers exciting, creative possibilities for phenomenologists, particularly those who are interested in evoking widespread empathy for social justice purposes.


2008 ◽  
Vol 37 (7) ◽  
pp. 429-431 ◽  
Author(s):  
Susan E. Noffke

Three issues emanating from the Bulterman-Bos article (2008) form the core of this commentary. First, the issue of relevancy is addressed from the standpoint of action research and other forms of practitioner inquiry. From this perspective, the divisions between the cultures of university and school are addressed both ways: Each can potentially be transformed by research emanating from the other. Second, another view of the role of theory in research is offered, one that builds on the inherently political dimensions of educational practices, whether in universities or elsewhere. Finally, global changes in the nature of knowledge production demand that research enhance its capacity to work for social justice.


2021 ◽  
pp. 1-12
Author(s):  
Katy P. Sian

This article provides a critique of Eurocentric knowledge formations that currently dominate the sociological imagination and its analyses of the ‘other’. It proposes a deep questioning of the colonial underpinnings of the discipline and argues that a series of conceptual, methodological, and institutional concerns must be addressed if we are profoundly to transform teaching and learning agendas in universities. It will argue that decolonising sociology cannot merely rely upon cosmetic changes, but rather it must demonstrate a wider commitment to anti-racism and social justice.


2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Ben Weiss

Gayatrl Spivak is arguably most recognized for her 1988 intervention in the dialogue of Subaltern Studies. It is within the intellectual rift of Spiva k's "Can the Subaltern Speak?" that I explore the narrative of Toyin Falola's memoir, A Mouth Sweeter than Salt. While Spivak concludes that the subaltern cannot speak be­cause of the subaltern's placement within existing knowledge production, Fa­lola's "Mouth" articulates a formation that says otherwise. Indeed, in A Mouth Sweeter than Salt, Falola's status In the subalternlty of a decolonlzlng Nigeria depicts a powerful subaltern voice with deep implications for knowledge, rep­resentation, authorial location, multifaceted identity paradox, and most of all, the tendrils of modernity. Fundamentally, this piece argues against Spivak by constructing a case for the relative authenticity of Falola's voice, despite its incorporation into Western intellectualism. Spivak claims that the subaltern cannot speak so long as the Western academy can only relate to the other within its own investigative par­adigm of the non-Western object. Here, I frame A Mouth Sweeter than Salt, not as a Western co-opting of an indigenous voice, but rather, as an invitation to explore Falola's memoir from the position of the non-Western subject. The work also allows us to move beyond the categories of the Western and non-Western subject to seriously engage the paradox of postcolonial existence. In granting credence to the idea of identity paradox, a close analysis of A Mouth Sweeter than Salt reveals the complexities of African subaltern voice and its dialectic with the forces of modernity. While Spivak might argue that this formulation is tainted by the motives of the West, such an interpretation of Fa­lola's memoir also builds ground to discuss alternatives to the Western archive in the development of African intellectualism. Falola's memoir stands as a tes­tament to the legitimization of oral history, micro-historical storytelling, and the disintegration of Western disciplinary divisions between history, literature, sociology, philosophy, and a host of other imported intellectual categories. By outlining the critical duality of Falola's act of subaltern speech, I hope to build a realm in which the African intellectual voice is not artificially segmented from the historical influence of modernity, but can also open discursive space to stand on its own ground. 


2021 ◽  
Vol 4 (2) ◽  
pp. 223-235
Author(s):  
Freya Dasgupta

Abstract This article explores the plight of Pakistan’s Christian minorities as depicted by author and journalist Mohammed Hanif in his novel Our Lady of Alice Bhatti. Literature has the ability to inspire immense empathy for the other by lending voice to the forgotten and marginalized, which is the first step to any dialogue for social justice. Examining the so-called fictional depictions against scholarship on the subject, the article studies the complex intersectionality of religion, caste, class, and gender that manifests in the mistreatment of Christian minorities. Through the framework of fiction, it brings to light the lived experience of Pakistani Christians, and in the process, demonstrates the evocative power of literature towards understanding those who find their human dignity threatened by power and privilege.


Author(s):  
Laura Hengehold

Most studies of Simone de Beauvoir situate her with respect to Hegel and the tradition of 20th-century phenomenology begun by Husserl, Heidegger, and Merleau-Ponty. This book analyzes The Second Sex in light of the concepts of becoming, problematization, and the Other found in Gilles Deleuze. Reading Beauvoir through a Deleuzian lens allows more emphasis to be placed on Beauvoir's early interest in Bergson and Leibniz, and on the individuation of consciousness, a puzzle of continuing interest to both phenomenologists and Deleuzians. By engaging with the philosophical issues in her novels and student diaries, this book rethinks Beauvoir’s focus on recognition in The Second Sex in terms of women’s struggle to individuate themselves despite sexist forms of representation. It shows how specific forms of women’s “lived experience” can be understood as the result of habits conforming to and resisting this sexist “sense.” Later feminists put forward important criticisms regarding Beauvoir’s claims not to be a philosopher, as well as the value of sexual difference and the supposedly Eurocentric universalism of her thought. Deleuzians, on the other hand, might well object to her ideas about recognition. This book attempts to address those criticisms, while challenging the historicist assumptions behind many efforts to establish Beauvoir’s significance as a philosopher and feminist thinker. As a result, readers can establish a productive relationship between Beauvoir’s “problems” and those of women around the world who read her work under very different circumstances.


Author(s):  
Natasha Thomas-Jackson

RAISE IT UP! Youth Arts and Awareness (RIU) is an organization that promotes youth engagement, expression, and empowerment through the use of performance and literary arts and social justice activism. We envision a world where youth are fully recognized, valued, and supported as artist-activists and emerging thought leaders, working to create a world that is just, intersectional, and inclusive. Two fundamental tenets shape RIU’s policies, practices, and pedagogy. The first is that creative self-expression and culture making are powerful tools for personal and social transformation. The second is that social justice is truly possible only if and when we are willing to have transparent and authentic conversations about the oppression children experience at the hands of the adults in their lives. We are committed to amplifying youth voices and leadership and building cross-generational solidarity among people of all ages, particularly those impacted by marginalization. Though RIU is focused on and driven by the youth, a large part of our work includes helping adult family members, educators, and community leaders understand the ways in which systemic oppression shapes our perceptions of and interactions with the young people in our homes, neighborhoods, institutions, and decision-making bodies.


Author(s):  
Hind Mohammed Abdul Jabbar Ali

Connecting to the  electronic information network (internet) became the most characteristic that distinguish this era However , the long hours which young men daily spend on the internet On the other hand ,there are many people who are waiting for the chance to talk and convince them with their views This will lead the young people to be part in the project of the “cyber armies “that involved with states and terrorist organizations  This project has been able  to recruitment hundreds of people every day to work in its rank . It is very difficult to control these websites because we can see the terrorist presence in all its forms in the internet   In addition there are many incubation environments that feed in particular the young people minds                                                                                         Because they are suffering from the lack of social justice Also the unemployment, deprivation , social and political repression So , that terrorist organizations can attract young people through the internet by convincing them to their views and ideas . So these organizations will enable to be more  stronger.


2020 ◽  
pp. 107780042096247 ◽  
Author(s):  
Annette N. Markham ◽  
Anne Harris ◽  
Mary Elizabeth Luka

How does this pandemic moment help us to think about the relationships between self and other, or between humans and the planet? How are people making sense of COVID-19 in their everyday lives, both as a local and intimate occurrence with microscopic properties, and a planetary-scale event with potentially massive outcomes? In this paper we describe our approach to a large-scale, still-ongoing experiment involving more than 150 people from 26 countries. Grounded in autoethnography practice and critical pedagogy, we offered 21 days of self guided prompts to for us and the other participants to explore their own lived experience. Our project illustrates the power of applying a feminist perspective and an ethic of care to engage in open ended collaboration during times of globally-felt trauma.


2021 ◽  
pp. 104973152110109
Author(s):  
Marjorie Johnstone

This article examines how mental health social work practice can move outside the hegemony of the medical model using approaches that honor the centering of social justice. By using the philosophical analysis of epistemic injustice and the ethics of knowing, I move out of the traditional psychiatric and psychological conceptual frameworks and discuss new guiding principles for practice. In the context of the radical tradition in social work and the impetus to blend theory with practice, I consider the use of narrative and anti-oppressive approaches to center social justice principles in individual dyadic work as well as in wider systems family and community work and policy advocacy. I evaluate these approaches through the principles of epistemic justice and discuss the importance of a relational collaborative approach where honoring the client and exploring lived experience are central to both the concepts of testimonial justice, hermeneutic justice and anti-oppressive practice.


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