Where the repetition fades: black feminist lessons and (sonic) critiques beyond critical whiteness studies

Carter, Cee; Jocson, Korina M.

doi:10.1080/09518398.2022.2061729

Cited by 4 publications

(2 citation statements)

References 16 publications

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“…As we share and move again inside our "pneumatic intimacies," (ife, 2021, p. xi) we document connections and practices that oxygenate our ontoepistemological refusals in educational studies. that are answerable to the coloniality of time, place, and labor (Carter & Jocson, 2022b;Hartman, 2008;Patel, 2016). Thus, we work toward fractures and disruptions through knowledge-making and collective sharing.…”

Section: )mentioning

confidence: 98%

there, not there

Carter

Rashid

Scherrer

et al. 2023

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For us, “writing off the beaten track” has been propelled by collaborative study of ontoepistemological contributions that break the constraints of western knowledge-making. Black studies and women of color feminisms prompt us to pause long enough to breathe … to interrogate the ellipsis … to sit in the space between words or the dangling punctuation. What’s there (or not there) creatively points to ideas, questions, and methods that subvert the primacy of the western colonial imagination. Our collective writing has often come to us by being worked and reworked, fused and refused in an iterative process, this time with fahima ife’s Maroon Choreography. From homonyms to a wordplay on tracks/tracts, we discuss a writing praxis that has been contoured by radical study and scholarship “actively straying from” disciplined/disciplining conventions. There is always more to knowing and articulating subjects, contexts, and the pursuit of justice.

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Section: )mentioning

confidence: 98%

there, not there

Carter

Rashid

Scherrer

et al. 2023

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“…Our positionalities as white settler and migrant people within the Australian context directly informs our critical encounters with whiteness as a logic of (dis)possession throughout the course of this paper, and shapes both the methodological and conceptual angles that the project follows. This dramaturgy of encounters draws equally on speculative, poetic, and critical renderings of the logistics of whiteness (Carter & Jocson, 2022; Sheridan & McManimon, 2023) and the counter-possibilities offered by children in conversation with anti- and decolonial thought (Nxumalo, 2020; Nxumalo & Cedillo, 2017; Walter, 2022). Importantly, while our positionalities shape our angle of approach, our focus throughout this article is on following and learning from children’s encounters with anti- and decolonial works of art.…”

Section: Introductionmentioning

confidence: 99%

Learning to Share the World: Reckoning With the Logistics of Whiteness in Public Galleries and Museums

Rousell,

Hussey-Smith

2024

Cultural Studies ↔ Critical Methodologies

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This article explores moments of pedagogical disruption as children from an urban school encountered an exhibition titled “We Change the World” at the National Gallery of Victoria. In conversation with radical traditions of anti-colonial scholarship, we elaborate children’s disruptions of the gallery as a space of didactic transfer and common ownership of cultural artifacts and knowledges. We then analyze artworks created by children in the wake of their experiences at the gallery, offering alternative propositions for learning to share the world in ways that break with dominant conceptions of museum education, national collections, and the commons.

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