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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
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"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 engagementâ€
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,â€
“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 migratoryâ€. 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/ mscc.huji.ac.il), Dr. Ashleigh Harris
(ashleigh.harris /at/ engelska.uu.se), Dr. Carola Hilfrich
(hilfrich /at/ mscc.huji.ac.il)
Critical Arts websites
http://digital.lib.msu.edu/projects/africanjournals/
http://www.tandf.co.uk/journals/authors/rcrcauth.asp
Critical Arts Home Page:
http://ccms.ukzn.ac.za/index.php?option=com_content&task=view&id=151&Itemid=87
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