41.
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13 >
Issue: 1
Chained in Christianity and Colonialism:
The African Gave Birth to the Antiguan
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42.
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The CLR James Journal:
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14 >
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Claudia Milian
Lewis Gordons Semiotic Analysis of 'Race", Existential Phenomenology, and Mulatinidad
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43.
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Lewis R. Gordon
Reply to My Critics
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44.
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14 >
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Linda Martín Alcoff
Calibans Phenomenological Ontology
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45.
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The CLR James Journal:
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14 >
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Elias Bongmba
Phenomenological Humanism:
Lewis Gordon on Reclaiming the Human in an Antihuman World
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46.
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14 >
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Nelson Maldonado-Torres
Lewis Gordon:
Philosopher of the Human
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47.
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14 >
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Dwayne Tunstall
Learning Metaphysical Humility with Lewis Gordons Teleological Suspension of Philosophy
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48.
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14 >
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P. Mabogo More
Gordon on Contingency:
A Sartrean Interpretation
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49.
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The CLR James Journal:
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14 >
Issue: 1
Clevis R. Headley
Lewis Gordons Existential Phenomenological Project and Deconstruction:
Bad Faith, Alterity and Ethics
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50.
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14 >
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Marilyn Nissim-Sabat
Lewis Gordon:
Avatar of Postcolonial Humanism
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51.
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14 >
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Paget Henry
Lewis Gordon, Africana Phenomenology and the Crisis of European Man
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52.
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Danielle Davis
A Conversation with Lewis Gordon on Race in Australia
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53.
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14 >
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Teodros Kiros
An Essay on the Evolution of Lewis Gordon's Thought:
From Bad Faith to Disciplinary Decadence
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54.
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14 >
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Janet L. Borgerson
Living Proof:
Reflections on Irreplaceability
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55.
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14 >
Issue: 1
Susan Searls Giroux
Critique of Racial Violence:
The Theologico-Political Reflections of Lewis Gordon
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56.
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14 >
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Alan Singer
Disciplined Agency:
A Response to Lewis Gordon
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57.
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The CLR James Journal:
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17 >
Issue: 1
Anne Rapp
Translating Critical Pedagogy into Action:
Facilitating Adult Learning
abstract |
view |
rights & permissions
Critical pedagogy, by brealdng down the boundaries between the academy and society, creates opportunities for deep and transformative learning. Inspired by bell hooks' call to engage the hearts as well as the minds of learners, this essay demonstrates two teaching methods that engage college students in intellectual inquiry that potentially challenges and undermines societal power relations. The first literally broadens the walls of the classroom through community-based projects. The second constructs an in-class learning experience that cultivates inter-personal perspective taking by simulating arbitrary and systemic inequality. Both approaches inherently question received relationships of power, within and outside of the classroom, by creating opportunities for learners to transgress the boundaries imposed by individual experience, enabling them to envision connections across social and economic difference. Through active learning experiences that connect affective responses to new learning, students gain insight into the ways systems of domination construct social privilege and structural oppression. Urging all of us to open our minds and hearts so that we can know beyond the boundaries of what is acceptable, so that we can think and rethink, so that we can create new visions, I celebrate teaching that enables transgressions—a movement against and beyond boundaries. It is that movement which makes education the practice of freedom. bell hooks, Teaching to Transgress (1994: 12)
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Tracey Nicholls
Pedagogy of the Privileged
abstract |
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rights & permissions
In this paper, I examine the ways bell hooks has adapted the model of liberatory pedagogy that Brazilian educator Paulo Freire expounded in Pedagogy of the Oppressed to the students one encounters in the significantly more materially privileged North American context. I begin with an overview of Freire's idea of educating the oppressed about oppression and then move to examination of the different, yet related, challenge that hooks is taking on: educating the privileged about oppression. I deploy these analyses of emancipatory teaching in two different contexts, both grounded in a philosophy of love, in order to show the extent to which this theorizing has helped those of us who attempt to advance a progressive politics in wealthy and/or privileged societies.
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59.
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Make Fitts
Theorizing Transformative Revolutionary Action:
The Contribution of bell hooks to Emancipatory Knowledge Production
abstract |
view |
rights & permissions
bell hooks is one of the seminal feminist theoreticians whose body of work not only provides discursive understandings of intersectional modes of oppression, but also a conceptual roadmap for creating the material conditions that lead to social transformation. In this essay, I posit the formulation of a theory of transformative revolutionary action that comes out of hoolis' ruminations on the following concepts: marginality as a position and place of resistance, killing rage, revolutionary interdependency and the politics of sisterhood, and the beloved community and the politics of love. These concepts form the basis for imagining a community of individuals committed to advancing feminist principles through revolutionary action that promotes social transformation, hool identifies the spatial, emotional, and interpersonal factors that contribute to a praxis-oriented transgressive politic, and reminds feminist academics of our place in social movement work, which is to construct the theoretical, conceptual and empirical apparatus to bolster feminist activism. While her ideas are not without criticism, the dialectical tension among feminist thinkers ultimately leads to a more profound, nuanced understanding of womens experiences that will then inform feminist activism.
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60.
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Tracey Nicholls
Introduction:
bell hooks' Contributions to Emancipatory Thought
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