jess_k's blog

I had this all typed out

...and then my browser closed and got rid of it. I guess that's what I get for not saving. This was better before than it probably will be this time.

dear derrick bell, I do not like you, nor do I wish to subscribe to your newsletter.

I dislike everything about this book and Derrick Bell, except that I agree with some of his points. And I dislike him all the more because of that.

honestly, I'm still sort of upset about the M&Ms

I had a post all planned out and then I made the mistake of reading Don's post.

He said pretty much what I was going to say about wondering whether the academy or the public appreciates such work, except that he said it better. So, uh, I guess I'll just sort of soldier on or cowboy up or whatever the inappropriately masculinized term implying I have a gun and I'm not afraid to use it is.

STFD & STFU?

So, the thing is, I agree with Delpit very strongly, but it’s the very strength of that agreement that makes my concerns about some of the specifics so troubling. A few particular quotations that, in combination, illustrate those concerns:

“Black children expect an authority figure to act with authority. When the teacher instead acts as a ‘chum,’ the message sent is that this adult has no authority, and the children react accordingly” (35).

a confluence of Mikes

A while back, I went on a date with this guy who came to be known as Not-Funny Mike. (The name’s coincidental; this isn’t about to spiral off into a story of how I once dated Mike Rose.) Not-Funny-Mike (we’ll call him NFM after this) was nice. We shared many interests. We liked the same movies. We read the same books. He was a good listener. Polite. And so on and so forth et cetera ad nauseam.

He also bored the living shit out of me.

vulnerability and mistakes

In talking about hooks’s pedagogy, there are two specific interrelated issues I want to focus on: the concepts of safe space and vulnerability as they function in the classroom. Hooks writes, “The experience of professors who educate for critical consciousness indicates that many students, especially students of color, may not feel at all ‘safe’ in what appears to be a neutral setting” (39).

all she wrote

In Talkin and Testifyin, Geneva Smitherman makes two primary arguments. First, Smitherman claims that Black English is an amalgamation of West African languages and American English, with many of the roots of black “style,” tradition, and interaction based in carryovers from African culture.

where do we go from here?

So, we've been talking about autobiography and narrative as research and theoretical tools, right? And in general, I'm very firmly on the side of arguing: 1.) Everything we can make sense of has a narrative, whether created by the producer or the audience--it's just a question of whether it's deliberate and chosen, or subconscious and unintentional; and 2.) Autobiographical information--the acknowledgment of subjectivity and positionality--can be an act of resistance against the "traditional" presentation of academic discourse as objective.

since it came up a couple of weeks ago

A critique of the methods in Academically Adrift: http://chronicle.com/article/Academically-Adrift-a/126371/?sid=cr&utm_so...

fictive kinship

This is, in some ways, looking at the other side of what Stephanie posted about.

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