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[ecrea] CFP: Unruly Pedagogies: Migratory Interventions - unsettling cultural studies

Tue Aug 31 16:07:15 GMT 2010

Call for Papers                                    15/9/10; 28/2/2011

Unruly Pedagogies; Migratory Interventions: Unsettling Cultural Studies

Special Edition of Critical Arts: A journal of South-North Cultural and Media Studies

Guest Editors: Louise Bethlehem (The <?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />Hebrew University of Jerusalem), Ashleigh Harris (Uppsala University) and Carola Hilfrich (The Hebrew University of Jerusalem)

This special issue of Critical Arts seeks to position Cultural Studies in relation to the “migratory” where the latter is viewed as a consequence of the voluntary and involuntary mobility of subjects under globalization, at the same time as it provides the point of departure for a relational pedagogy. In this second sense, we seek to mobilize Mieke Bal’s “migratory aesthetics” to delineate the Cultural Studies classroom as a site of “sentient engagement” across disciplinary and other boundary lines where the pedagogical encounter is predicated on the possible political transformation of teacher, student and the body of knowledge around which they meet. While the migratory is taken to be constitutive of our present condition, it also affords a possible retrospect on various confluences of travelers and “travelling theory” in the emergence of Cultural Studies as an academic discipline. That is to say, we are also interested in the manner in which “the migrant” features in the historical constitution of Cultural Studies among both dominant and emergent academic constituencies as well as in the complex ways through which the incorporation of the migratory inflects subsequent pedagogical encounters.

The issue invites work that addresses topics relating, but not restricted, to the following clusters:

*What does it mean to teach Cultural Studies “responsibly”? How does this question subtend ethical and epistemological practice?

*Considered from the vantage point of an ethical turn in the praxis of Cultural Studies: To whom are we responsible in the classroom? And beyond it? Is a migratory pedagogy necessarily unruly or disruptive? How do we weigh “disruption”? Can a politicized pedagogy be said to “fail” when its implementation in discrete instances precipitates effects and generates affect that seem to evade the control of the various participants in the classroom? What does it meant to teach “responsibly” to a group of students constituted across complex lines of migration or across ongoing political conflicts? What of the transferential and countertransferential dimensions of teaching Cultural Studies?

*Does “the migrant” serve as a trope authorizing the political and pedagogical radicalization of the tenured intellectual, and if so, what does the intellectual owe in return? Has “the migrant” eclipsed other privileged tropes of marginality—the subaltern, for example—in the protocols strucructuring our interventions as teachers and researchers at present? What might explain this shift?

*Speaking epistemologically: What constitutes “responsible interdisciplinarity”? Does interdisciplinarity suspend or multiply disciplinary indebtednesses? What happens when an archive of pedagogical assumptions held in one context fails to translate easily once disciplinary boundaries are crossed? What methodological strategies have we generated in order to mitigate or alternatively to foreground such instances? If the latter, to what ends? What are the assets of an unruly pedagogy?

*How is “the migratory” itself mobile or in flux in various theoretical configurations whether contemporary or otherwise? How has “the migratory” changed through shifting tropologies of the “migrant” as well as in relation to the subject positions and states of being, for instance, a “refugee,” a “stateless subject,” “jettisoned,” or “homo sacer”? The “migratory” versus “the disaporic” or “migration and creolity”?

*Ethnographies of the Cultural Studies classroom in various geographical locations. What is the experience—and what the theoretical parameters—of teaching Cultural Studiess outside of the metropolitan academy in such locales as post-apartheid South Africa, Palestine-Israel, “postcolonial” and post-Soviet Europe? Site-specific studies of “sentient engagement” in the classroom refracted through the concept of “the migratory”. How might existing conceptions of “the world classroom” be refined with reference to the “sentient pedagogy” of the Cultural Studies classroom?

*Reflections on translating the canon (however provisionally conceived) of the paradigm of Cultural Studies, or of its core concepts. What opportunities for thought do failures and felicities of translation provide within the site-specific context of the non-Anglophone Cultural Studies classroom?

*Vectors of migration—South-Norrth, North-South, South-South—and their cultural, political, pedagoggical and theoretical concomitants.

*What might Cultural Studies bring to bear upon the theory and practice of “migratory aesthetics” more narrowly conceived?

Deadline for abstracts:  15 September 2010

Deadline for submissions:  28 February 2011

Send abstracts as email attachments to:  Dr. Louise Bethlehem  (bethlehem /at/, Dr.  Ashleigh Harris  (ashleigh.harris /at/,  Dr. Carola Hilfrich (hilfrich /at/

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