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Linda Martín Alcoff
Calibans Phenomenological Ontology
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62.
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Paget Henry,
Nelson Maldonado-Torres
From the Editors
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63.
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Elias Bongmba
Phenomenological Humanism:
Lewis Gordon on Reclaiming the Human in an Antihuman World
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Nelson Maldonado-Torres
Lewis Gordon:
Philosopher of the Human
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Dwayne Tunstall
Learning Metaphysical Humility with Lewis Gordons Teleological Suspension of Philosophy
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P. Mabogo More
Gordon on Contingency:
A Sartrean Interpretation
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67.
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Clevis R. Headley
Lewis Gordons Existential Phenomenological Project and Deconstruction:
Bad Faith, Alterity and Ethics
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68.
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Guillermo Juan Parra
The Quantum Realities of Wilson Harris
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69.
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Marilyn Nissim-Sabat
Lewis Gordon:
Avatar of Postcolonial Humanism
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Paget Henry
Lewis Gordon, Africana Phenomenology and the Crisis of European Man
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Donna Mitchell
A Legacy Builder... Dedicated to Lewis R. Gordon
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Contributor Information
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Danielle Davis
A Conversation with Lewis Gordon on Race in Australia
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74.
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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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Janet L. Borgerson
Living Proof:
Reflections on Irreplaceability
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Susan Searls Giroux
Critique of Racial Violence:
The Theologico-Political Reflections of Lewis Gordon
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77.
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Alan Singer
Disciplined Agency:
A Response to Lewis Gordon
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78.
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Paget Henry,
Anthony Bogues
Interview: Shouldering Antigua and Barbuda:
The Life of V.C. Bird
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79.
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George K. Danns
Paget Henry. Shouldering Antigua and Barbuda: The Life of V.C. Bird
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Anne Rapp
Translating Critical Pedagogy into Action:
Facilitating Adult Learning
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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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