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 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
â??migratoryâ?? 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 Balâ??s â??migratory
aestheticsâ?? to delineate the Cultural Studies
classroom as a site of â??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 travellers and
â??travelling theoryâ?? in the emergence of
Cultural Studies as an academic discipline. That
is to say, we are also interested in the manner
in which â??the migrantâ?? 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
â??responsiblyâ??? 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 â??disruptionâ???
Can a politicized pedagogy be said to â??failâ??
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 â??responsiblyâ?? 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 â??the migrantâ?? 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 â??the migrantâ?? 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
â??responsible interdisciplinarityâ??? 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 â??the migratoryâ?? itself mobile or in
flux in various theoretical configurations
whether contemporary or otherwise? How has
â??the migratoryâ?? changed through shifting
tropologies of the â??migrantâ?? as well as in
relation to the subject positions and states of
being, for instance, a â??refugee,â?? a
â??stateless subject,â?? â??jettisoned,â?? or
â??homo sacerâ??? The â??migratoryâ?? versus
â??the disaporicâ?? or â??migration and creolityâ???
*Ethnographies of the Cultural Studies classroom
in various geographical locations. What is the
experienceâ??and what the theoretical
parameters?of teaching Cultural Studiess outside
of the metropolitan academy in such locales as
post-apartheid South Africa, Palestine-Israel,
â??postcolonialâ?? and post-Soviet Europe?
Site-specific studies of â??sentient
engagementâ?? in the classroom refracted through
the concept of â??the migratoryâ??. How might
existing conceptions of â??the world
classroomâ?? be refined with reference to the
â??sentient pedagogyâ?? 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 â??migratory aestheticsâ?? more narrowly conceived?
Deadline for abstracts: 15 September 2010
Deadline for submissions: 28 February 2011
Send abstracts as email attachments to: Dr.
Louise
Bethlehem
<mailto:(bethlehem /at/ mscc.huji.ac.il)>(bethlehem /at/ mscc.huji.ac.il),
Dr. Ashleigh
Harris
<mailto:(ashleigh.harris /at/ engelska.uu.se)>(ashleigh.harris /at/ engelska.uu.se),
Dr. Carola Hilfrich <mailto:(hilfrich /at/ mscc.huji.ac.il)>(hilfrich /at/ mscc.huji.ac.il)
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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