Remembrance as Praxis and the Ethics of the Interhuman

Simon, Roger I.; Paolantonio, Mario Di; Clamen, Mark

doi:10.1007/978-1-137-11524-9_8

Cited by 11 publications

(12 citation statements)

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“…While a number of scholars (see Zembylas, 2014) explore what renders knowledge difficult in the context of museum studies (Simon, 2011); language and literacy (Tarc, 2011(Tarc, , 2015; and history education (Farley, 2009;Hoffman, 2000;Simon, DiPaolantonio & Clamen, 2002), Britzman's questions over difficult knowledge also hold direct relation to the workings of a social justice education. By many accounts, social justice teaching is premised on the notion that education has the social responsibility to address systems of oppression by cultivating praxis-oriented dispositions in students (Adams, Bell, & Griffin, 1997;Macrine, McLaren, & Hill, 2010;Oakes & Lipton, 2003).…”

Section: Difficult Knowledgementioning

confidence: 99%

Forgotten memories of a social justice education: Difficult knowledge and the impossibilities of school and research

Sonu

2016

Curriculum Inquiry

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This paper is about memory, the elusive process of remembering and of an encounter between a researcher and a participant who after five years reunited to remember. The object under study is a high school social justice curriculum with a central focus on the development of social action projects. Grounded in Pitt and Britzman's work on difficult knowledge, this paper asks: What do 10th grade students who spent four years attending a school committed to the Freirian principles of political engagement remember about their high school experience? Past and recent interviews are woven together to surface three emergent lines of thinking: the failure to secure knowledge as unitary and in agreement; education as deferred in time; and research as relational dilemmas and unconscious desire. The aim is to complicate teaching and learning by illuminating its difficulties and unseating our reliance on evidentiary accountability, production and outcome. Throughout, the positionality of the researcher is discussed, particularly as unconscious desire for social justice, as lovely knowledge, becomes transferred through one participant, Sadie.Although Sadie 1 was 15 years younger than me, she had always been taller, and in the last five years, it seemed little had changed. Her hair was cut just as it was in high school, straightened right below the ear and she was wearing a smear of blue eye-shadow and pink lip-gloss. I was relieved and slightly surprised at the ease in which we encountered each other, the immediate familiarity of her laughter, the way we embraced. It was like old friends, now of the same generation. Fourteenth Street was abuzz, and the New York City traffic muffled my attempts to fill the spaces with pleasantries. In a brisk turn, we rounded the corner and she took the lead. I followed in step until we both realized I was the one who knew the directions. Sadie had always been a natural born leader. When the waitress took our order, she decided almost immediately on the fusilli pasta with chicken. I wavered back and forth and settled on something completely random and unlike me. She always knew what she wanted; in my mind, Sadie had always been resolute.

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Section: Difficult Knowledgementioning

confidence: 99%

Forgotten memories of a social justice education: Difficult knowledge and the impossibilities of school and research

Sonu

2016

Curriculum Inquiry

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“…However, the closeness of pain that arises from personal grief cannot be confused with the distanced emotions that are generated through the consumption of spectacles of violence. As Simon, Di Paolantonio, and Clamen (2005) noted, spectacle "is not a thing, it is not an event or even a particular representation of an event.…Rather spectacle is a particular mode of attentiveness.…It is a way of entering the significations of social" (p. 143). Through this mode of attentiveness, we experience the narrative of violence while still maintaining a position of exteriority:…”

Section: March 2008mentioning

confidence: 99%

Retelling racialized violence, remaking white innocence: The politics of interlocking oppressions in transgender day of remembrance

Lamble

2008

Sex Res Soc Policy

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“…'The magic lantern was the obvious mechanical analogue for the human brain, in that it "made" illusory forms and projected them outward' (Castle, 1988: 58, see also ; Buck-Morss, 1991Cohen, 1993;Simon et al, 2002). Beyond the connection to magic lantern technology, phantasmagoria also recalls a kind of feverish state of mind evocative of the romantic period.…”

Section: Relating To the Other Phantasmagoricallymentioning

confidence: 99%

The Childhood of Human Rights: The Kodak on the Congo

Sliwinski

2006

Journal of Visual Culture

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This article examines the Congo reform movement's use of atrocity photographs in their human rights campaign (c. 1904–13) against Belgian King Leopold, colonial ruler of the Congo Free State. This material analysis shows that human rights are conceived by spectators who, with the aid of the photographic apparatus, are compelled to judge that crimes against humanity are occurring to others. The article also tracks how this judgement has been haunted by the potent wish to undo the suffering witnessed.

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Remembrance as Praxis and the Ethics of the Interhuman

Cited by 11 publications

References 0 publications

Forgotten memories of a social justice education: Difficult knowledge and the impossibilities of school and research

Forgotten memories of a social justice education: Difficult knowledge and the impossibilities of school and research

Retelling racialized violence, remaking white innocence: The politics of interlocking oppressions in transgender day of remembrance

The Childhood of Human Rights: The Kodak on the Congo

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